Every Picture Tells a Thousand Words : Teaching Language and Culture through the Visual Arts

2. Every Picture Tells a Thousand Words: Teaching Language and Culture through the Visual Arts By: Amy E. Lingenfelter Senior English Language Fellow 2013-15

3. Discuss in pairsthefollowingstatements: I haveusedthe visual arts (drawing, painting, photography, sculpture, etc.) in my English classesbefore. Havingskills in theartsisnotimportant in today’ssociety. Itistheteacher’sjob to makelearningfun. Visual arts are funformostchildren. Everystudentlearns in a differentway Studentsneed to learnthesame concept in differentways in order to retaininformation Visual artsonlyworkswithyoungchildren (4-10 yearsold) Culture isbestexpressedthroughthearts Do You Agree or Disagree?

4. “All religions, arts, and sciences are branches of the same tree” – Albert Einstein • “A great teacher is a great artist and teaching is the greatest of the arts since the medium is the human mind and spirit rather than the brush.” – John Steinbeck • “Whoever neglects the arts after childhood has lost the past and is dead to the future” – Sophocles • “Art is not the imitation of life, it’s the manifestation and advancement of the human soul.” – Me Quotes about the Arts:

5. Teachers (you!) will explore the benefits and the strategies to teach language and culture through visual arts activities and/or pre-existing works with an emphasis on communicative language teaching. • Teachers (you!)willlearnhow to applythesestrategies and ideas to your own language classroom to: • Make English more fun and engaging • Maximize and encourage communication • Learn about English-speaking cultures! Training Objectives:

6. Art and creativity are keys to cognitive growth and retention of information: • Art and creativity stimulates multiple parts of the brain, which leads to higher levels of retention • The key to learning and retaining information is making associations. Art helps students make them! • Art “kisses the brain!” Benefits of Using Visual Arts to Teach a Second Language:

7. Research about the brain suggests: • By instructing through multiple learning pathways, more “dendritic pathways of access” will be created. This can be achieved by absorbing formation through the 5 several senses (sight, sound, smell, touch, and taste) or by creating cross-curricular connections. • The more of these stimuli that are activated, the more impact the data has on the brain. Benefits of Using Visual Arts to Teach a Second Language:

8. Benefits of Using Visual Arts to Teach a Second Language: • When more regions of the brain store data about a subject, there is more interconnection and cross-referencing of data from multiple storage areas in response to a single cue, meaning one has learned rather than memorized.” • – Wolfe, P. (2001).

9. Itnaturallyand automaticallyincorporatesmultipleintelligences (Gardner, 1983) Benefits of Using Visual Arts to Teach a Second Language:

10. It naturallyand automaticallyincorporatesmultiplelearningstyles Benefits of Using Visual Arts to Teach a Second Language:

11. Itmakeslearning English fun! • Itimitates, improveson, and makes more funstudents’ real lives • Itallowsforcreative and individual expression • Itincorporates and accompaniesallaspects of language and can be usedtoteachalmostlanguagepoint • Itactivatesthe spiritual, “unseen” side of students Benefits of Using Visual Arts to Teach a Second Language:

12. Studentshavetheopportunityto… • Express themselves • Explore languageand communicatefreely • Explore feelings and findoutaboutthemselves and others • Developcooperation, care, considerationand control • Developlanguageskills (listeningreading, writing and speaking) • Explore a fantasyword of theirowncreation Benefits of Using Visual Arts to Teach a Second Language:

13. “Every picture tells a thousand words” Using Visual Arts to Teach English:

14. “Every picture tells a thousand words” Using Visual Arts to Teach English:

15. “Every picture tells a thousand words” Using Visual Arts to Teach English:

16. “Every picture tells a thousand words” Using Visual Arts to Teach English:

17. Anywork of art createdordisplayed in a languageclassshould be used to practice, express, explain a languagepoint: • Studentscreate and explaintheirown art. • Teacherbringsartisticimagestotheclassroomfordiscussion. • Studentsanalyzeothers’ works of art that are related to thetopic of study in English and use an English languagepoint to explainit. • Any medium works: murals, oil/acrylic paint, watercolors, pottery, drawings/ sketches, photography! Best Practices for Visual Arts:

18. Images contextualize and illustrate English concept that is being taught and expressed • Summative presentation activity/art show finale is key! Studentsmount and presenttheirwork to others (presentation in English abouttheir art usinglearnedlanguagepoints) Best Practices for Visual Arts:

19. Discuss in pairs: • Name at least 3 language points that could be taught through students creating their own artwork Best Practices for Visual Arts:

20. Artwork can be usedtoteach a variety of grammarpointsand vocabulary, includingbutnotlimitedto: • Colors, shapes, sizes • Locations • Prepositions of allkinds • Adjectives • Verbs (process, howto, commands, presentprogressive, pastperfect, etc.) • Vocabularytonameobjects in artworkorclassthemes • Grammar of allkinds (“thereis/are”) Best Practices for Visual Arts:

21. Languagemini-lessonsprior to art activityworkbest • Art activity can later be used as a vehicle to: • Understandtheprocess of HOW to complete thework • HOW to explain/describe theirwork (content, storybehindit, etc.) • HOW to communicatetheirprocesswithclassmatesorteachers Best Practices for Visual Arts:

22. Vocabulary: Whenyouhavestudents sketch something to illustratewhatthey’relearning, readingorwriting, theymakestrongerassociations and retaintheinformationbetter! • Forexample, drawinganimagethatremindsstudents of theword’smeaning • Studentsmustcreate art usingthatvocabularly and explainit in theirpresentation/show • Images can be used to depict/represent and teachalmostanyvocabularyword!!! Best Practices for Visual Arts:

24. Themes of artwork can be basedonstudents’ real lives and backgrounds • Artwork can be used to tellthestudents’ lifestoryoranaspect of theirlife in English and utilizenarrativestory-telling: • Oneartworkor a series of workscan be usedto tellthestory • Studentscan write a story/descriptionbasedonsomeoneelse’swork (whattheythinkitmeans) • Story can be oral, written, orboth • Image can be accompaniedby a writtenexplanation/description in English • Thepossibilitiesfortopics are endless! Best Practices for Visual Arts:

25. Students can write and illustrate a fictionchildren’sbook and read/demonstratethestory to theclassorthecommunity • Use images/art in languagegames: • Picture description • Guessinggames • Classroomcompetition: best “guess” orstorybasedonclassmate’sartwork • Art Pictionary • “Draw a picture” game • Classmurals/art projectbasedonpreviouslyreadtextor to illustratetheirownindividual story Best Practices for Visual Arts:

26. Use pop art orfamousworksfromEnglish-speaking cultures as cultural analysis • Use art fromdifferent cultures to compare and contrast cultural charactersitics: • Forexample, busy American citylife and concept of “time” as something to not be wasted vs. Colombia leisure time as highlyvalued • Studentscreate art representingtheirown culture and compare itwith art of other cultures (their “ownversion”). Integrating Culture:

27. Pilot Class: Refugees in Buffalo, NY:

28. Class Description: • Refugee adolescent and adult students will simultaneously explore acrylic painting and learn English in a studio setting. Projects will be individualized, based on the goals and interests of the students, with a general common theme relating to their lives in their home countries and/or their current ones. • Painting techniques will be taught using the classic Baroque style and their paintings should be based on a photograph or realistic image of their choosing. Simultaneously, instructors will use class time to teach English vocabulary words, grammar, conversation skills, and presentation skills. Emphasis will be on oral and listening skills although instructors should also present language in written form. At the end of the class, students will be asked to present their painting to the class and describe the colors, subjects, theme, setting/context, and story surrounding the painting. Pilot Class: Refugees in Buffalo, NY:

29. Specifics: • Class Size: Around 15 students. This size is optimal for acquisition of both language and artistic skills and allows for more individualized instruction and opportunities to practice speaking English. • Age Range: Adolescents or adults ages 14 and up. We are focusing on older children and adults for this class because elementary-age refugee children have more opportunities for language-learning and art enrichment in the Buffalo public schools they likely attend. Older children and adults also have greater difficulty acquiring the phonetics, pronunciation, and in many cases the vocabulary of a second language; therefore, an additional language learning opportunity would be beneficial. Pilot Class: Refugees in Buffalo, NY:

30. Specifics: • Class Schedule/Timing: Once a week for 3 hours per session for a total of 7 weeks. This will allow most students to have at least one finished product by the end of the session and to give a presentation describing their painting. • The first 30 minutes of each class will include a mini-lesson of some aspect of the English language. • The following 20-30 minutes will include a demonstration of a particular painting technique and/or art-related language instruction. The rest of the time will be devoted to painting and consultation, while the instructors continually advise students on an individual and as-needed basis. • Location: Buffalo Arts Studio, TriMain building, Buffalo, NY. Pilot Class: Refugees in Buffalo, NY:

31. Specifics: • Art Background/Proficiency: No prior art background or proficiency is required. Students may range from beginner to experienced, although there is a preference for students who have some experience with drawing and/or painting. Strong interest in painting is essential. • English Language Proficiency: Many refugee adults arrive in Buffalo with very little English language ability. For the first 7-week session, we are proposing to recruit adults who are of beginning level with limited conversational ability. For the future, other levels may be incorporated. In addition to the language benefits, students will benefit from using art to express themselves in ways they are unable using English. • Instructors: One NY-State certified ESL (English as a Second Language) instructor and one NY-State certified art instructor. Pilot Class: Refugees in Buffalo, NY:

32. Objectives: • Students will be able to. . . • Paint an image of something important to them from their home country, culture, religion, family, etc. OR their current one using acrylic on canvas and applying the classical Baroque technique. (It must be a subject that will lend itself to delivering a presentation with a culturally-based theme). • Orally identify and/or define the following art-related content vocabulary: colors, tones, values, shapes, shadows, dark vs. light, blend, mix, soft edges, paint, paint brush, etc. • Deliver a 5-10 minute presentation describing the colors, subjects, theme, setting/context, and story surrounding the painting to the class. • Use descriptive adjectives (colors, physical attributes, personality characteristics, etc.) to describe their painting orally. Pilot Class: Refugees in Buffalo, NY:

33. Objectives: • Students will be able to. . . • Use presentation skills and strategies to deliver a clear and convincing explanation of their painting. • Use grammar “there is/are” and “there was/were” to describe their painting orally. • Use the present simple tense and present progressive verb tenses to describe what is happening in their painting orally. • (If applicable): Use the past simple tense and past progressive verb tenses to describe the past context of their painting orally. • Comprehend the main idea of their classmates’ presentations. • Listen to an oral description of a painting in the room given by an instructor and identify the painting the instructor is referring to. Pilot Class: Refugees in Buffalo, NY:

34. Objectives: • Students will be able to. . . • Use questioning techniques, as well as vocabulary and grammar previously learned, to conduct an impromptu conversation with a partner about their partner’s painting. They must describe it using English they learned as well as the description their partner provided in his/her presentation. They must also ask their partner further questions about it. Their partner is expected to help clarify any inaccuracies in English. Pilot Class: Refugees in Buffalo, NY:

35. Assessment: • Informal Assessment (Speaking & Listening/Conversation): Each class will involve informal assessment of both English and artistic skills provided by both instructors on an individual, one-to-one, as-needed basis. The class will also allow for informal conversation in English between students from a variety of language and cultural backgrounds. All informal assessments will be conducted in English. Pilot Class: Refugees in Buffalo, NY:

36. Formal Assessment (Speaking): At the conclusion of the 7-week session, each student will deliver a presentation of his/her painting that depicts something important from their home country, culture, religion, family, etc. OR their current one using language previously learned (see “Class Objectives” above for more details). • Formal Assessment (Speaking and Listening): After listening to their classmates’ presentations of their paintings, each student will orally describe and/or ask questions about a randomly assigned partner’s painting using language previously learned and heard in the presentation. (This impromptu conversation is intended to evaluate students’ natural acquisition of the language as opposed to that which was planned or staged). The second listening assessment is the oral description of a painting in the group and identification of the painting the instructor is referring to. Pilot Class: Refugees in Buffalo, NY:

37. Pilot Class: Refugees in Buffalo, NY:

38. Let’s explore the ways that a student could use the following works of art to learn and practice English! Using Visual Arts to Teach English:

39. Let’s explore the ways that a student could use the following works of art to learn and practice English! Using Visual Arts to Teach English:

40. Let’s explore the ways that a student could use the following works of art to learn and practice English! Using Visual Arts to Teach English:

41. Let’s explore the ways that a student could use the following works of art to learn and practice English! Using Visual Arts to Teach English:

42. Let’s explore the ways that a student could use the following works of art to learn and practice English! Using Visual Arts to Teach English:

43. Let’s explore the ways that a student could use the following photos to learn English and other cultures! Using Visual Arts to Teach Culture:

44. Let’s explore the ways that a student could use the following photos to learn English and other cultures! Using Visual Arts to Teach Culture:

45. Let’s explore the ways that a student could use the following photos to learn English and other cultures! Using Visual Arts to Teach Culture:

46. Let’s explore the ways that a student could use the following photos to learn English and other cultures! Using Visual Arts to Teach Culture:

47. Brieflybrainstorm a lessonobjectiveusing art. • Examples of Objectives: • Studentswill be able to (SWBAT)…. • Use descriptive adjectives (colors, physical attributes, personality characteristics, etc.) to describe their painting to the class orally. • Use the present simple tense and present progressive verb tenses to write what is happening in their painting in a short paragraph. • Listen to an oral description of a painting in the room given by an instructor and, based on what he/she hears, identify the painting the instructor is referring to . Using Visual Arts to Teach Language and Culture:

48. THE END! THANK YOU! • ANY QUESTIONS?  • MY CONTACT INFO: • My Website: www.peopleleap.com (go to “Resources > “Downloadable Documents, Learning Links, Reading Links, and Teacher Teacher Links!”) • My email: utopia747@gmail.com