My drawing is also a painting

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Joan Jordan
5 years ago
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1 My drawing is also a painting As a kid, in kindergarten, and the beginning of elementary school, we are often invited to draw or paint a portrait, even though most of times people cannot decode our masterpieces. These are moments that most of us enjoyed and have as good memories from school. However, after learning the written language, after becoming literacy humans, perhaps school forgets that we may still like to draw or paint. School tries to deny that, in our society, other languages, besides the written language, have important roles. Nowadays, in our daily lives, we have contact with many multimodal texts and they demand much more skills than a written text. We, teachers, have the responsibility to give the students the opportunity to read, reflect and produce multimodal texts in order to understand and participate of the variety of social practices that they are related. Thereupon, the main objective of this project is to give our students the opportunity to read other kind of texts, mostly image texts, and at the same time produce their own texts. The project is called My drawing is also a painting because it gives the chance to the students to reflect about art in the English class and to think about how art museums are organized in order to, in the end, the students create their own museum. Objectives: valuable; Show to students that their productions, whether written or drawn, are important and Make an interdisciplinary activity (Arts class); Make students learn the difference between there is and there are using real communication situations. Basic level;

Elementary school - sixth grade; Competences and abilities: Being able to communicate with short sentences in English; Being able to recognize plural and singular; Being able to describe a painting

2 Elementary school - sixth grade; Competences and abilities: Being able to communicate with short sentences in English; Being able to recognize plural and singular; Being able to describe a painting in English; Work in group - collaborative work. First step: Describing a drawing Do you know what a drawing is? How can a drawing be made? Do you like to draw? - This project will begin with these questions being made by the teacher to the group, relating its theme with the students previous knowledge. Next, this image will be shown to the class: How would you describe this drawing to your friend? Which images exist in the drawing? Is there a cat? Are there flowers? Are there any rabbits? With these questions, the teacher will introduce

3 the structure there to be (and perhaps new vocabulary) to the students and will start to work with painting descriptions. Second step: Let s practice At this moment, the students will do some exercises to practice how to use there to be. Any new vocabulary will be work if the students before the activity takes place. 1) Take a look at the famous painting above and complete the sentences below, using there is (singular) and there are (plural). Fill the blanks with is or are. Pay attention if the sentences are in the negative form according to the painting characteristics. There. two angels in this painting. There. a baby lying in a manger There. two cows in this painting. There. two women looking at the baby.

There. a building behind the manger. There. flowers in this painting. There. one man holding a hat.

He/she must answer according to the details of the painting.

Third step: Let s draw This activity will be done in pairs.

Student 1 will start describing the painting that he/she has.

4 There. a building behind the manger. There. flowers in this painting. There. one man holding a hat. 2) Create questions to your classmate about the painting above. He/she must answer according to the details of the painting. Take a look at the example: Question: Are there angels in this painting? Answer: Yes, there are. Third step: Let s draw This activity will be done in pairs. Each student of the pair has a different handout with a different painting in there. Student 1 will start describing the painting that he/she has. The other student (Student 2) will draw according to the description of the former student. After that, it is time for the Student 2 to describe his/her painting for the classmate to draw. What will be the results? The students have to use the structures that they learned before to describe the pictures. When the activity is finished, the student must write down in a paper their descriptions for each painting.

5 Fourth step: Let s read Have you ever been in a museum? Or would you like to visit one? How is a museum organized? In this class the students will talk about art museums and then think about the paintings and their descriptions. After this initial discussion, the students will read a description of a painting from a museum and a quotation from a letter of the painter. They will try to identify the there to be of the quotation and explain its use. Then, they have to describe in their own words the painting using the structures of the there to be. Alfonso d'este ( ), Duke of Ferrara Artist: Copy after Titian (late 16th or early 17th century) Medium: Oil on canvas Dimensions: 50 x 38 3/4 in. (127 x 98.4 cm) Classification: Paintings Credit Line: Munsey Fund, 1927 Accession Number: I shall have contributed only the body (corpo) and Your Excellency shall have contributed the soul (anima), which is the most worthy part that there is in a painting... (Letter from Titian to Alfonso d Este, Duke of Ferrara) acessado dia 23/11/17.

6 Fifth step: Meeting new paintings In this class the students will navigate the website/app Google Arts and Culture 2. They will take a look on museums, artists and paintings as their curiosity calls themselves. After that, they will choose one interesting thing from this website to describe to the classmates at the end of the class. They could use the structure there is/there are that they learned to talk about the things that they saw there. Sixth step: Your painting!/ Game In the previous class, the teacher gave the students a homework: to choose a painting that they have in their house, a painting that they like, or a painting that they think it is interesting/intriguing in some way (it can be from the website Google Arts and Culture). In this class, they will bring a picture and a short description - using there is and there are! - of the painting chosen. These materials will be collected by the teacher and he/she will conduct a game. The descriptions and the painting will be mixed up and the students have to discover which description matches with each painting. 2 acessado dia 23/11

7 Last activity: A trip to their own museum The teacher will collect with all the students their materials and productions from steps three, four and six. Together with the students, the teacher will build a little museum with the paintings, the drawings and the descriptions. The students can choose how the museum will be organized, choosing if there will be specific places for specific paintings. The museum can be built in the student's own classroom or in other facilities that the school provides. Also, the students will work on the invitation flyers production as a real event can happen. This museum can be open to the school community, so other students, friends and family can be invited to appreciate their works in a trip to their museum.

ARTS AND MEDIA. Teacher s notes 1 BE AN ART CRITIC BE AN ARTIST

ARTS AND MEDIA. Teacher s notes 1 BE AN ART CRITIC BE AN ARTIST Level: Elementary Intermediate / A1 B1 Age: Teenagers Time: This lesson can be divided up in various ways to suit the time you have with your students. Below are three time options which you can choose