guideline - ngv · a french education kit for teachers and primary school students une explosion de...

A French Education Kit for Teachers and Primary School Students

Guideline

Dear professors, The Alliance Française de Melbourne pedagogical kit is a tool to prepare a visit to the NGV Monet exhibition. However it can also be used to widen your students’ knowledge about this famous artist while learning French. We have chosen 5 main themes: colors, the garden, painting and gardening, the weather, and the portrait. Each comes with a series of activities, a cultural point, and suggestions for a visit to the museum. To help you teach specific vocabulary, this guide offers flashcards that we encourage you to use in order to introduce some activities.So as to adjust this kit as much as possible to the level of your class, you can:•choose to use all of the activities or not. • tweak the activities in order to fit your purposes.

This guideline will indicate:• the learning outcome of each series of activities• suggestions on how to implement them in class• suggestions on how to implement them at the museum should you decide to organize a visit

to the exhibition.

À la découverte de Monet. Discovering Monet.

These activities will help you introduce Monet and his favorite landscape, the garden.

LEArNiNG ouTcoME

Grammaire

•AiMEr + NoM Exemple: j’aime la poésie •ADorEr + NoM

Exemple: j’adore la grammaire•AiMEr/ADorEr + VErBE à l’infinitif

Exemple: j’aime lire/ j’adore écrire. •NE PAS AiMEr:

Exemple: Je n’aime pas les mathématiques.•DETESTEr: L L

Exemple: Je déteste les sciences physiques.

Vocabulaire

les matières scolaires:•Le français, le japonais,

le mandarin …•La littérature, la géographie,

la philosophie … •L’anglais, l’espagnol, l’histoire …•Les mathématiques, les sciences

naturelles, les arts plastiques …

The “culture” box allows you to give basic information about Monet, and comes with a picture of Monet and two of the paintings that will be exhibited at the National Gallery of Victoria.

“Monet et toi” is an oral activity. it introduces school subjects and the expression of likes and dislikes.


Une explosion de couleurs. An explosion of colours.

LEArNiNG ouTcoME

Grammaire

•c’EST + ADJEcTiF Exemple: c’est bleu

Vocabulaire

Les couleurs: jaune, vert, bleu, rouge, orange, violet, rose, marron, noir, indigo.un arc-en-ciel.couleur chaude/couleur froide.

Activity 1 introduces colours in French. it can be group work or individual work.You can:•proceed to a general conversation activity by asking the students what their favourite

colour is. •decide to introduce the question « quelle est ta couleur préférée? » and let them

ask each other.•ask them to circle warm colours and bring up the artistic concept of « couleur chaude » /

« couleur froide » that will be developed in the “culture” box.

Activity 2: the students will reuse the colours and the idea of « couleur chaude » / « couleur froide ». You can end activity 2 by asking them what painting they prefer.

Activity 3: the students write down the name of the colours they can see on the palettes. You can then ask them to match one palette with a painting by Monet.

“Visite au musée”: while you are visiting the exhibition, you can ask the students to look for and write down the name of one painting with warm colours and another one with cool colours.

Activity 4: there is a grid in which the names of rainbow colours are hidden. After they have found the words, you can ask the students to colour up the boxes with the corresponding colours.

Activity 5 consists in two colourings with numbers. There are two levels: an easy one and a more difficult one.You can:•use it as a reward after the lesson.•give it as homework.•use it to keep the faster students busy while others are finishing off an exercise.

As a final general conversation activity, you could project a painting by Monet on the board. one student comes to the front. You can ask him or her to show you a particular colour, telling him or her: « montre-moi du bleu / du jaune / du vert … ». To make it even more engaging, the students can eventually ask each other.


Dans le jardin. In the garden.

LEArNiNG ouTcoME

Grammaire

•c’EST + un / une + NoM Exemple: c’est un nénuphar.

• iL Y A + un / une + NoM Exemple: il y a un saule pleureur.

•conjugaison de certains verbes à la troisième personne du singulier. (ratisser, planter, arroser, cueillir, offrir). Exemple: il arrose les fleurs.

Vocabulaire

•Le jardin de Monet: un étang, un nénuphar, un pont japonais, un saule pleureur, un roseau.

•Les animaux de l’étang: un têtard, un crapaud, un canard, un oiseau, un poisson, un moustique. une grenouille, une libellule.

•Le jardinage: ratisser, planter, arroser, cueillir, offrir.

The “culture” box introduces Monet and his artistic relationship to his garden.

Before studying “le paysage” and activity 1, make sure you introduce the vocabulary of Monet’s garden with the flashcards. You can decide to remove some vocabulary according to the level of your students.

Activity 1 allows the students to get more familiar with this vocabulary. You can ask the students to cut and paste the images above the corresponding words.

in activity 2, the students will have to find out the elements of Monet’s garden within a painting and write them down.

The “visite au musée” box will help you involve the students in the exhibition. They will have to look for paintings including waterlilies, and paintings including a Japanese bridge. Then they will have to give their opinion about them by choosing their favourite one.

Before studying “les animaux de l’étang” and activity 1, make sure you introduce the vocabulary of the pond animals with the flashcards. You can decide to remove some vocabulary according to the level of your students.

You can then proceed to activity 1, where the students need to recognize the vocabulary and match images with the corresponding words.

Activity 2 allows the students to reuse this vocabulary by writing it down in a grid.

The “culture” box about “Le jardinage” is a great way to engage the students in the study of Monet’s relationship to his garden. indeed, they can identify with Monet’s children who helped the painter take care of his garden.

Activity 1 introduces the different steps of planting and gathering flowers. The students will put the actions in chronological order.

in activity 2, the students will learn the different verbs involved and write them down in sentences.


Activity 3 gives another glimpse of Monet’s garden to the students. it is a means to revise colours. You can ask the students to answer the question by using the structure “iL Y A Du”. (“il y a du bleu / du rouge / du jaune…”)

Qui est Monet: un peintre ou un jardinier? Who is Monet: a painter or a gardener?

LEArNiNG ouTcoME

Grammaire

•AVoir: iL + A + un / une + nom Exemple: il a un pinceau / il a une pelle.

•Tu + AS + un / une + nom Exemple: tu as une brouette / un râteau. ETrE: iL + EST + profession Exemple: il est jardinier.

•Tu + ES + profession Exemple: tu es jardinier.

Vocabulaire

•Les couleurs•Les outils du peintre: un pinceau, une

palette, un chevalet, un tube de peinture.•Les outils du jardinier: un râteau, un

arrosoir, une pelle, une brouette.

Before doing activity 1, you can use the flashcards to familiarize the students with the vocabulary. You can decide to remove some vocabulary according to the level of your students.

Activity 1 both presents the vocabulary of the painter’s and the gardener’s tools and reintroduces the colours.

in activity 2, the students will appropriate the vocabulary. They will have to differentiate the gardener’s from the painter’s tools and write them down in the table.

Activity 3 is an oral exercise that will help the students reuse the vocabulary of the gardener’s and the painter’s tools. Each student chooses a profession: painter or gardener. They will then converse in pairs in order to find out what their neighbour’s profession is. They will ask each other what tools they possess in order to discover what their occupations are. For example: “tu as une brouette?”

Activity 4 focuses on Monet as a painter. The students define Monet as a painter and justify their answer by writing down the name of his tools.

The “culture” box will allow you to explain that Monet was both a painter and a gardener, and that his gardens, especially in Giverny, were a major inspiration for his paintings.

The “visite au musée” box will help the students get involved in the exhibition. They will look for paintings depicting weeping willows and a Japanese bridge.

in activity 5 there is a picture of Monet in his garden with gardening and painting tools scattered around. You can ask the students to write down the names of the tools they can see. They will then find the odd tool.


As a final activity, you can ask the students to do an exercise inspired by activity 4 in pairs.•Each student prepares a list of gardening and/or painting tools. (For example: “une pelle,

trois râteaux, deux arrosoirs, un chevalet …”) •He or she will then dictate the list to his or her neighbour, who will draw a picture of Monet

in his garden including all these elements.

Qu’il pleuve ou qu’il vente. Come rain or shine.

LEArNiNG ouTcoME

Grammaire

•c’EST + le / l’ + saison Exemple: c’est le printemps / c’est l’hiver…

• iL FAiT + temps Exemple: il fait chaud / il fait froid il fait beau / il fait mauvais.

• iL Y A + de la / du + intempérie Exemple: il y a du soleil / il y a de la neige…

Vocabulaire

•Les saisons: le printemps, l’été, l’automne, l’hiver.

•Le temps: le vent, le brouillard, le nuage, le soleil, le gel. la pluie, la neige, la grêle. l’orage. il fait beau, il fait mauvais, il fait chaud, il fait froid.

As an introduction to these activities about the weather and all the vocabulary involved you can:•use the flashcards•Play bingo. You can easily create a bingo game with weather images by going on the

following website: http://www.toolsforeducators.com/bingo/.

Activity 1 deals with the seasons. The students look at Monet’s paintings and associate the right season to each landscape.

The “culture” box will allow you to explain why Monet often paints the same landscapes several times. He is interested in the shifting of weather conditions and the way they modify the landscape.

in activity 2, the students will reuse the vocabulary of the weather. You can ask them to associate different weather conditions with several images representing cold, warm, good and bad weather.

in activity 3, the students will stand in Monet’s shoes. They will draw a particular landscape in a different season. You can then ask them to describe their new landscape to their neighbour who will have to guess what season it is. The students will thus reuse the vocabulary of the weather, but also of colours.

The “visite au musée” box will turn the students into aspiring weathermen. You can ask them to choose a painting and determine the weather in which the landscape is depicted. They will then present the weather conditions of the landscape they chose.

if you are not going to the exhibition, you can project the paintings on the board in class and implement the same activity with the students.

http://www.toolsforeducators.com/bingo/


Le portrait. The portrait.

LEArNiNG ouTcoME

Grammaire

•ETrE: iLS + SoNT + couleur Exemple: ses cheveux sont blonds.

•AVoir: iL + A Exemple: mon monstre a deux oreilles.

Vocabulaire

•Les parties du visage: le menton, le nez, le front. la bouche, la joue. l’oreille, l’œil. les cheveux

•Les couleurs•Les chiffres (1 à 5)

The “culture” box introduces another aspect of Monet’s works, his portraits. The students discover portraits of Monet’s two sons, Jean and Michel.

The “visite au musée” box will help you strike a conversation at the museum: how many portraits are there in the exhibition? Which is your favourite? You can then ask the students to draw their favourite portrait.

in activity 1, the students write down the names of the facial features they can see on Monet’s portrait of his son Jean. You can remove or add vocabulary according to the level of your students (“les sourcils, les narines, les lèvres, le cou …”) You can them ask them about the colours of certain features, such as Jean’s hair and his eyes.

in activity 2 the students will reuse the names of facial features they have learned, and numbers as well. The first step is to ask them to draw the portrait of a monster. They will then describe their monster to their neighbour using the following phrase: “mon monstre a …”. For example: “mon monstre a deux bouches. Mon monstre a trois oreilles …”. Their neighbour will then draw the portrait of the monster that is being described. in the end, the two students compare their portraits.

Pour aller plus loin … To go further …

Here is an activity which can be implemented after your visit to the NGV. The students will reuse some vocabulary from several themes (the colours, the garden, and the weather) and use the numbers. You can add or remove some elements according to the themes you have chosen to study in class.

in a), the students must draw a landscape including specific elements related to Monet’s landscape in different colours. in b), they describe their drawing to their neighbour.


NadarPortrait of Claude Monet 1901

Musée Marmottan Monet, Paris

Claude MonetWaterloo Bridge (1899–1901)

Kerry Stokes collection, PerthPhoto: Jenni carter

Claude MonetYellow irises (Iris jaunes) (1924–25)

Musée Marmottan Monet, ParisGift of Michel Monet, 1966 (inv. 5095)

Claude MonetThe garden at Giverny

(Le Jardin à Giverny) (1922–26)Musée Marmottan Monet, Paris

Gift of Michel Monet, 1966 (inv. 5102)

Claude MonetWaterlilies (Nymphéas) (1903)


Claude MonetWaterlilies (Nymphéas) (1916–19)Musée Marmottan Monet, Paris


Claude MonetThe bridge over the waterlily pond 1900

Art institute of chicago, illinois Mr and Mrs Lewis Larned coburn Memorial

collection, 1923 (inv. 33.441) Photo: Art institute of chicago, illinois

Unknown Claude Monet in his garden at Giverny c.1925


UnknownClaude Monet outside his house at Giverny 1921

Musée d’orsay, Paris© Patrice Schmidt /Musée d’orsay distribution

rMN

All works © Musée Marmottan Monet, Paris © Bridgeman-Giraudon / Presse unless otherwise indicated


Henri Manuel Claude Monet with his waterlily paintings c.1920


Claude MonetRoses (Les Roses) (1925–26)


Claude MonetRough weather at Étretat

(Gros temps à Étretat) (1883)National Gallery of Victoria, Melbourne

Felton Bequest, 1913 (582-2)Photo: National Gallery of Victoria, Melbourne

Claude MonetThe path under the rose arches, Giverny (L’Allée des rosiers, Giverny) (1920–22)


Claude MonetNorway, the red houses at Bjørnegaard (Norvège,

les maisons rouges à Bjørnegaard) (1895)Musée Marmottan Monet, Paris


Claude MonetTaking a walk near Argenteuil

(En promenade près d’Argenteuil) (1875)Musée Marmottan Monet, Paris

Gift of Mrs Nelly Sergeant-Duhem, 1985 (inv. 5332)

Claude MonetPortrait of Jean Monet

(Portrait de Jean Monet) 1880Musée Marmottan Monet, Paris


Claude MonetPortrait of Michel wearing a hat with a pompom (Portrait de Michel en bonnet à pompon) (1880)


All works © Musée Marmottan Monet, Paris © Bridgeman-Giraudon / Presse unless otherwise indicated

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