CLIL and modern languages teaching

1. CLIL and modern languages teaching Ruth Bailey University of Bristol, April 24th 2014

2. John Baldessari ‘What is painting’

3. Examples of clil subjects: Food technology Geography Citizenship Physical Education Art and Design History BUT in our experience CLIL varies from Primary to Secondary - due to the degree of flexibility with the curriculum and with staffing Examples of CLIL in Secondary tend to be managed by the Languages department and lessons do not necessarily replace the main teaching of the subject.

4. Other variations in Languages curriculum • Evidence of new curriculum developments – away from the usual family, pastimes, school, food, holidays etc. to more cognitively challenging content. • For example ‘iLanguages’ curriculum features fairtrade, the history of chocolate, spooky tales, describing pictures, funky fashion etc. for pupils in KS3 (11-14 years old)

5. The CLIL continuum CONTENT FOCUS LANGUAGE FOCUS IU content including work around stories, songs, poems taught through TL CROSS-CURRICULAR (planned and taught by Languages teacher) CROSS-CURRICULAR (planned and taught with specialist subject teacher) Subject delivered through medium of another language

6. Context Context Culture Culture Content Communication The 4Cs Framework (Coyle, Hood, Marsh, 2010: 41) Cognition Context Culture With thanks to Dr Anderson - Goldsmiths Context

7. The 4Cs Framework (Coyle, Hood, Marsh, 2010: 41) Content - subject matter Communication - language learning and using Cognition - learning and thinking processes Culture - developing intercultural understanding and global citizenship With thanks to Dr Anderson - Goldsmiths

8. Art and languages • Work carried out as part of Goldsmiths Secondary Languages PGCE over several years, with the support of mentor Paloma Villegas. • Focussed on a gallery visit with pupils but could also be work carried out in lessons. • Focus on Art and Design learning objectives and language learning objectives.

9. Art & Design National Curriculum (2007) • In art, craft and design, pupils explore visual, tactile and other sensory experiences to communicate ideas and meanings. They work with traditional and new media, developing confidence, competence, imagination and creativity. They learn to appreciate and value images and artefacts across times and cultures, and to understand the contexts in which they were made. In art, craft and design, pupils reflect critically on their own and other people’s work, judging quality, value and meaning. They learn to think and act as artists, craftspeople and designers, working creatively and intelligently. They develop an appreciation of art, craft and design, and its role in the creative and cultural industries that enrich their lives.

10. Art and design national curriculum (2013) Purpose of study Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation. Aims The national curriculum for art and design aims to ensure that all pupils: • produce creative work, exploring their ideas and recording their experiences • become proficient in drawing, painting, sculpture and other art, craft and design techniques • evaluate and analyse creative works using the language of art, craft and design • know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.

11. Andy Warhol ‘Before and after’ Activity: Before and after!

12. Picasso ‘Les Demoiselles d’Avignon ‘One of the most important works in the genesis of modern art.’ ‘The painting depicts five naked prostitutes in a brothel; two of them push aside curtains around the space where the other women strike seductive and erotic poses’ MOMA app Do you agree?

13. Picasso ‘Les Demoiselles d’Avignon Actually I’m an actress and my name is Jeanne. I’m coming into the painting to see what’s happening. I’m an African mask.

14. Picasso ‘Girl before a mirror’ ‘Girl before a mirror’ shows Picasso’s young mistress Marie-Thérèse Walter…. Her white haloed profile, in pink, appears serene. But it merges with a more roughly painted frontal view of her face intensely yellow and made up with rouge, lipstick and green eye shadow. Perhaps the painting suggests both Walter’s day-self and night-self, both her tranquillity and her vitality but also the transition from an innocent girl to a worldly woman. On the right the mirror reflection suggests a supernatural X-ray of the girl’s soul, her future, her fate. She seems older and more anxious.’ Do you agree? Can you think of other interpretations? Do we need to know that it is Marie-Thérèse Walter?

15. Picasso ‘Girl before a mirror’ My name is …………………………….. My hair is ……………………. and my skin is ……………… My face has two colours because …………… When I look in the mirror I see ……………… My reflection is different, it is more ………….. My reflection is different from me because it shows …..

16. Marc Chagall ‘Yo y el pueblo’ ¿Quéves en el cuadro? Veo… un caballo un hombre un campesino un cocheunaflorunaiglesia un cine unas casas un árbol ¿Quétipo de pueblo es? Esmoderno, tranquilo, alegre, bonito etc. ¿Quéimpressióntedan los colores? Son muyoscuros, vivos, tristes… ¿De qué se trata el cuadro?

17. Marc Chagall ‘Yo y el pueblo’ • ¿Esútilsaberque… • Marc Chagall era ruso y judio. • Su pueblo en Rusia era muypobre y fuedestrozadoporviolentasmatanzas. • Pintó el cuadro en Paris no en Rusia. • Chagall nació en un momento en la historia de Rusiacuando la culturajudia era muyrica? • Ahora ¿Quépiensas del cuadro?

18. Lawrence Wiener Galleries can either carry out the instruction or put the writing on the wall…

19. APPLAUSE You can read this or carry it out!