Language Residents

an archive of lesson plans

Category: Art (page 1 of 3)

FR – S19 – Painting & Art

Advanced Conversation Class – Lesson Summary week 5 – Tuesday Class

Language Resident Name: Eloise Raoul

Day and Date: 04/11/2019

Language and Level (intermediate or advanced class): Advanced

Class theme/topics discussed: Art – Painting – Depiction

Goal of the class: To review vocabulary and culture related to art + daily life

How did you structure the class?

1) 5 minutes :

I ask them to discuss 3 questions related to art to their partners in class by groups of two then we discuss.

2) 15 minutes: Making Art Memes:

This activity is inspired by the Facebook site : Classical Art memes. I ask them by groups of 3 or 4 to create art memes with French paintings.

 4) 40 minutes : Painting activity

This is the main activity :  a painting competition : by groups of two they have to reproduce a famous French painting in only 20 minutes. One of the students has the painting in his hands and he has to describe the painting to his partner (he, himself cannot see the painting) the reproduction of the painting his only done through the listening and the skills of the person describing.

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

-Prints of French paintings

-Painting

-Brushes

-Hard paper

-Water

What worked well in this class? What did not work? -The fact that it includes painting is very fun for the students. They really focus since they have a real aim at the end : they have to be the closest the original French painting

RU SP19 INT Writing Cards

Language Resident Name: Mykyta Tyshchenko

Day and Date: Wednesday, 04.17.2019

Language and Level: Russian, Intermediate

Class theme/topics discussed: Greetings and congratulations

Goal of the class: Teach the grammar and the vocabulary for making greetings and writing wishes in Russian

How did you structure the class?

1. Greetings, general questions, announcements. – 5 min

2. Getting ready to write a card: Students are divided into two groups. First group makes a list of occasions for writing a card, second group makes a list of things to wish. They write on the white boards. – 15 min

3. Revising cases. The LR explains how to form a proper greetings card in Russian. Students revise the cases. – 10 min

4. Writing cards. – 30 min

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

handouts with card templates and examples

What worked well in this class? What did not work?

Overall, it was a good class. We revised the grammar, especially the cases, and learned a lot of new vocabulary. What I like the most in this class is that the students do the majority of the work themselves, the LR just needs to be there to check if the things are correct. At the end, every students had cards written in Russian for occasions like graduation, someone’s birthday etc. Plus, I was able to show the students the cards I had from home and explain the culture of writing wishes.

How could this class be improved/ modified?

If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

FR S19 – Out of Campus Activity – Concert Coeur de Pirate

RU SP19 ADV Music 2

Language Resident Name: Mykyta Tyshchenko

Day and Date:  Tuesday, 02.12.2019

Language and Level: Russian, Advanced

Class theme/topics discussed: Music

Goal of the class: Practice listening in Russian, learn about a contemporary Russian artist

How did you structure the class?

1. Greetings, announcements, general questions. – 10 min

3. Interview: Students watch an interview with a popular Russian singer and songwriter Zemfira. They are given a list of questions asked to the performer, the task of the students is to write down what she answers. (handout 1) – 20 min

4. Working with the song title. The students are given a name of a song (it is an abbreviation). Their task is to guess what the abbreviations stands for. The class is divided into groups of two, the students write their theories in the whiteboard. – 15 min

5. Listening activities: Listening and filling in the blanks. After – playing the hangman word game with the words form the lyrics/words about music. (handout 2) – 15 min

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

handouts, laptop, TV

https://www.youtube.com/watch?v=IRwz9GaEBc4 (interview)

https://www.youtube.com/watch?v=6iGpdkgr57g (video clip)

What worked well in this class? What did not work?

Students definitely struggled with the interview activity but demonstrated good results at the end + it was good to push them out of their comfort zone at last and make them listen to other speaker of Russian language

How could this class be improved/ modified?

If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

Handout 1.

Вопросы к Земфире.

1. Про жизнь рок-н-рольщика. Как певица характеризует жизнь музыкантов?

2. Какие артисты нравятся Zемфире? Какие категории артистов она называет?

3. Какие отношения (relationship) в её группе? Что она говорит про коллектив?

Handout 2.

Zемфира – П.М.М.Л.

Море обнимет, закопает в пески,
Закинут ____________ лески,
Поймают в сети наши души,
Прости меня, моя ___________.

Поздно. О чем-то думать слишком поздно,
Тебе, я чую, нужен ______________,
Лежим в такой огромной луже,
Прости меня, моя любовь.

Джинсы воды набрали и прилипли,
Мне ______________, мы крепко влипли,
Мне кажется, потухло ______________,
Прости меня, моя любовь.

Тихо. Не слышно ни часов, ни чаек,
Послушно _______________ выключаем,
И ты в песке, как будто в _______________,
Прости меня, моя любовь.

Прости меня, моя любовь

Прости меня, моя любовь

FR S19 INT – CINEMA – PART II

Intermediate Conversation Class Lesson Summary week 2

Language Resident Name: Eloise Raoul

Day and Date:  01/31/2019

Language and Level (intermediate or advanced class): Intermediate

Class theme/topics discussed: Introduction to French cinema Part II: Series

Goal of the class: To help students be familiar with the vocabulary of the cinema in France and the culture related to it.

How did you structure the class?

1) 10 minutes – warm up – By groups of two they answer questions about French tv shows. (see ppt.)

2) 20 minutes – The creation of their own tv show. With the help of documents giving them assigned themes and genres they have to create by groups of 3 or 4 their own plot and tv show.

3) 15 minutes – presentations: They present to the whole group what is their TV show about. They can vote for their favorite one and explain why.

4) 15 minutes – We review genres of TV shows.Then by small groups they have to match the TV show pictures with its synopsis as fast as they can. To finish we discuss French tv shows, the ones they like, the ones they would like to watch etc. 

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

-Powerpoint presentation with pictures  

-Paper they have to fill to create their tv show

-Paper with the tv shows pictures

-Paper with the different synopsis

What worked well in this class? What did not work?

-They really enjoyed the “Create your own tv show” activity.

RU SP19 ADV Music

Language Resident Name: Mykyta Tyshchenko

Day and Date: Tuesday, 02.05.2019

Language and Level: Russian, Advanced

Goal of the class: Revise basic music vocabulary; introduce students to popular Russian songs

How did you structure the class?

1. Greetings, announcements, general questions. – 5 min

2. Presentation: LR gives a short presentation on the names of genres in Russian. Students make the list of the genres and each add at least 2 more. – 5 min

3. Interviews: Students interview each other. (handout 1) – 15 min

4. What is this song about? The LR shows the students a music video but turns the sound off. Given the name and the video, students have to discuss and guess what the song will be about. – 10 min

5. Continue working with the song: After the discussion, students are given the lyrics of the song, but all in incorrect order. Their task is to try put the lyrics in correct order. After the students present their sequences, we listen to the song. (handout 2) – 10 min

6. Is that video accurate? Watching the same video, the students have to write lyrics of the song according to what is going on the screen. Students have 10 minutes for writing and then 5 minutes to present. – 15 min

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

https://www.youtube.com/channel/UCj2K424HxCZTLWuw-PLBGNA

What worked well in this class? What did not work?

Listening activity turned out to be a lot more fun than I expected. I recommend this class for the beginning of the semester because it is easy vocabulary but still enough speaking.

How could this class be improved/ modified?

If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

Handout 1.

Словарь:

Альбом –

Живая музыка –

Певец/певица –

Звезда (pl. звёзды) –

Песня –

Исполнитель –

Группа –

Выступление –

Выступать –

Концерт/фестиваль –

         
Тебе нравится слушать музыку? Какую роль в твоей жизни играет музыка?        
Какие жанры тебе нравятся? Какие не нравятся?        
Ты смотришь музыкальные клипы? Как ты думаешь, музыкальные клипы важны для исполнителей?        
Тебе нравится слушать живую музыку? Ты ходишь на концерты или фестивали? Расскажи.        
Если бы твоя жизнь была фильмом, какая музыка была бы саундтреком?        

Handout 2.

IOWA – Заболела тобой

Лето было пепельно-золотым,
Чувства были сильно помяты.
Нет, не боялась я темноты,
Я была сама виновата…

Что не умела вязать узлы;
В том, что промолчала когда-то.
Только, как лечить эту пустоту?
Знаю, я сама виновата:

Я заболела, я заболела, я заболела тобой.
Я заболела, я заболела, я заболела тобой.

В моих руках жёлтые цветы,
Глаза слезятся от ветра.
Мы не заварим чая в ледяной воде –
Мы две стороны одной монеты.

Айсбергом ты на моём пути.
Остаться, уйти? – Не понятно.
Но как же лечить эту пустоту:
Знаю, я сама виновата…

Я заболела, я заболела, я заболела тобой.
Я заболела, я заболела, я заболела тобой.

Лето было пепельно-золотым
И уже катилось к закату.
Отцвели давно наши сады,
Осень во всём виновата

Я не успела, я не успела понять,
Как заболела тобой
Я не успела, в этом всё дело,
Я заболела тобой…

Я заболела, я заболела, я заболела тобой.
Я заболела, я заболела, я заболела тобой.

FR S19 INT – CINEMA Part I

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Intermediate Conversation Class Lesson Summary week 2

Language Resident Name: Eloise Raoul

Day and Date: 01/29/2019

Language and Level (intermediate or advanced class): Intermediate

Class theme/topics discussed: Introduction to French cinema Part I: Culture  

Goal of the class: To help students be familiar with the vocabulary of the cinema in France and the culture related to it.

How did you structure the class?

1) 5 minutes – warm up – By groups of two they answer basic questions about cinema and French films (see ppt.) 

2) 10 minutes – cultural input: I give them explanations on what is iconic in term of French cinema, we talk about the Nouvelle Vague movement and so on.

3) 15 minutes video comprehension:  Funnypresentation about Godard. I ask them to listen first, then to explain to the person next to them who Godard is, with the help of the notes on the Powerpoint they have to remember biographic elements. Then they switch so everyone gets to talk about this director.

4) 10 minutes – We watch trailers of the movies nominated this year for the Césars, we talk about the importance of trailers for them in general, they tell which movie they preferred according to their trailers. 

5) 20 Minutes  – Time’s Up Game about cinema. 1rst Round: they can make other people guess their secret celebrity with all the words they want. 2nd Round:  only 1 word. 3 round: mimes.

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

-Powerpoint presentation with pictures  

-Paper cards for the Time’s Up  

-Printed questions about trailers.

-Arte video about Godard.  

https://www.arte.tv/fr/videos/051682-010-A/tout-est-vrai-ou-presque/

What worked well in this class? What did not work?

-They really enjoyed the Time’s Up activity.

RU F18 INT Fairytales

Language Resident Name: Mykyta Tyshchenko

Day and Date: Monday, 10.29.2018

Language and Level: Russian, Intermediate

Class theme/topics discussed: Fairytale

Goal of the class: practice storytelling, reading more of classic Russian fairytales

How did you structure the class?

  1. Greetings, announcements, general questions. – 5 min
  2. Tell us about what you read/listened to when you were a child. – 5 min
  3. Reading a fairytale, discussing the main characteristics of this type of narration. (handout 1) – 5 min
  4. Adapting a story: each student gets a movie genre they have to adapt a story to. While reading the adapted stories out loud, other students guess the genre. (handout 2) – 15
  5. Storytime: using story cubes, students have to write their own completely new fairytale. As a wrap up, hey read the stories at the end. – 30 min

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

handouts

What worked well in this class? What did not work?

Everything worked very well. Implementing cultural element was an easy task based on materials used.

How could this class be improved/ modified?

 If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

Handout 1.

Курочка Ряба

Жили-были дед да баба. И была у них Курочка Ряба.

Снесла курочка яичко, да не простое – золотое.

Дед бил – не разбил.

Баба била – не разбила.

А мышка бежала, хвостиком махнула, яичко упало и разбилось.

Плачет дед, плачет баба и говорит им Курочка Ряба:

– Не плачь, дед, не плачь, баба: снесу вам новое яичко не золотое, а простое!

Курочка Ряба

Жили-были дед да баба. И была у них Курочка Ряба.

Снесла курочка яичко, да не простое – золотое.

Дед бил – не разбил.

Баба била – не разбила.

А мышка бежала, хвостиком махнула, яичко упало и разбилось.

Плачет дед, плачет баба и говорит им Курочка Ряба:

– Не плачь, дед, не плачь, баба: снесу вам новое яичко не золотое, а простое!

Курочка Ряба

Жили-были дед да баба. И была у них Курочка Ряба.

Снесла курочка яичко, да не простое – золотое.

Дед бил – не разбил.

Баба била – не разбила.

А мышка бежала, хвостиком махнула, яичко упало и разбилось.

Плачет дед, плачет баба и говорит им Курочка Ряба:

– Не плачь, дед, не плачь, баба: снесу вам новое яичко не золотое, а простое!

Handout 2.

Фильм ужасов

Романтичная комедия

Триллер

Приключения

Детектив

Документальный фильм

Военная драма

Фентези

RU F18 INT Repka

Language Resident Name: Mykyta Tyshchenko

Day and Date: Wednesday, 10.24.2018

Language and Level: Russian, Intermediate

Class theme/topics discussed: Repka (Репка)

Goal of the class: Practice storytelling, read a classic Russian fairytale

How did you structure the class?

  1. Greetings, news, general questions. – 5 min
  2. Open mic: How did we spend our break? Students and LR share their stories/show pictures from October recess. – 15 min
  3. Репка. Reading the story, translating unknown vocabulary. (handout 1) – 5 min
  4. Rewriting the classic: Students work in groups of 2. Their task is to rewrite the classic story transforming it into different genre/placing them on different planets etc. – 20 min
  5. Presentation. Students act out their stories. The authors get to assign the roles to people from other groups, read their stories and other students act them out. – 10 min

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

handouts

What worked well in this class? What did not work?

Rewriting worked very good, but took more time

How could this class be improved/ modified?

 If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

Handout 1.

Репка

Посадил дед репку — выросла репка большая, пребольшая.

Стал дед репку из земли тянуть: тянет-потянет, вытянуть не может.

Позвал дед на помощь бабку.

Бабка за дедку, дедка за репку: тянут-потянут, вытянуть не могут.

Позвала бабка внучку. Внучка за бабку, бабка за дедку, дедка за репку: тянут-потянут, вытянуть не могут.

Кликнула внучка Жучку. Жучка за внучку, внучка за бабку, бабка за дедку, дедка за репку: тянут-потянут, вытянуть не могут.

Кликнула Жучка кошку. Кошка за Жучку, Жучка за внучку, внучка за бабку, бабка за дедку, дедка за репку: тянут-потянут, вытянуть не могут.

Кликнула кошка мышку.

Мышка за кошку, кошка за Жучку, Жучка за внучку, внучка за бабку, бабка за дедку, дедка за репку тянут-потянут — вытянули репку!

RU F18 Matryoshka Study Break

ES F18 Cultural Event Flier

DE FA18 INT Art and painters

Conversation Class Lesson Summary

Language Resident Name:

IVAN LUCIC

Day and Date:

Wednesday, 11/28/2018

Language and Level (intermediate or advanced class):

German, Intermediate

Class theme/topics discussed:

Art and painters

Goal of the class:

Get to know the vocabulary regarding art. Be able to describe a picture accordingly.

How did you structure the class?

Activity 1 (5 min): Quiz. First, we started doing a kahoot quiz. I prepared a quiz on famous painters and paintings. The students had to do the quiz on their own. The students got really excited and loved doing that.

Activity 2 (10 min): Interview. I asked the students to interview each other about art and museums. They asked each other how often they went to the museums, which museum they liked the most and which painter they liked the most. After that, we gathered the results in the big group.

Activity 3 (5 min): I told the students to gather as many terms they knew about art, specifically the tools they would need to paint and to draw. The winner got a small gift (candy). After that, we briefly talked about vocabulary regarding art by collecting all the tools you would need to paint and draw.

Activity 4 (10 min): I showed a famous painting of Salvador Dali and we tried to describe the picture as accordingly as possible by using phrases (in the front of the picture, in the back of the picture, etc). I also handed them a help sheet they could use in the next exercise. This exercise should prepare them for the next task.

Activity 5 (30 min): Drawing by hearing. I split the students in groups of three. One student would sit in the front, facing away from the screen. The two other students would look at the screen and try to describe the picture best to their knowledge. The student facing away would draw it. The students had 10 minutes for each picture. Then they would switch so everyone would be in the place of drawing. In the end we would look at all pictures. The one that looked the most similar won (and the group received candy as a reward).

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

Whiteboard, pen

PowerPoint presentation (see attached)

Help sheet (attached)

What worked well in this class? What did not work?

The students really enjoyed the quiz! Also, they enjoyed drawing the pictures and explaining that to each other. They also drew really funny pictures!

How could this class be improved/ modified?

It was one of the best classes. I would keep it as it is.

 If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

Deutsch Fortgeschritten, 27. November 2018

Hilfe für die Beschreibung

Im Vordergrund gibt es…                                  –                       In the front there is…

Im Hintergrund gibt es…                                   –                       In the back there is..

Auf der linken Seite des Bildes…                       –                  On the left side of the picture…

Auf der rechten Seite des Bildes…                     –                On the right side of the picture…

In der Mitte des Bildes gibt es…                        –                       In the center of the picture there is…

Daneben                                                           –                       Next to it…

Davor                                                               –                       In front of it…

Dahinter                                                           –                       Behind it…

Hinten links sieht man…

Hinten rechts sieht man…

Vorne links sieht man…

Vorne rechts sieht man…

INT-28.11.2018

ES F18 ADV Rosalía (Spanish culture and music)

ES-ADV-F18-Rosalía

Conversation Class Lesson Summary

Language Resident Name: José Gómez

Day and Date:

09/18/2018

Language and Level (intermediate or advanced class):

Spanish advanced

Class theme/topics discussed:  

.Goal of the class: To learn and discuss about traditions in Spain.  To discover new music artists in Spain

How did you structure the class?

Activity 1:

Students get a piece of paper with prompts to discuss about their musical taste

They stand up and walk around asking each other

Activity 2:

Students are asked the features that a good artist needs to have. We write those words in the whiteboard

Activity 3:

Students look up the artist Rosalía on Instagram. They describe what they see and what they think of her.

Activity 4:

We brainstorm different elements from the Spanish culture. Students are guided with a powerpoint presentation in order to get them to discuss about semana santa, bullfighting, suburbs…

Activity 5:

Students watch the Malamente music video by Rosalia. They have toidentify the elements we have learnt before. Then we discuss how they arerepresented in the video and figure out the meaning of the video.

Activity 6:

Now that students are more familiar with the artist and the imagery. We discuss about elements that are relevant also in the US. Cultural appropriation and Rosalía.

Activity 7: If there is time, we watch another music video by the same artist that shows similar topics, and discuss the different elements portrayed in it.

What technology, media or props did you use? (Internet resources, playmobiles, handouts, etc.)

We used prompts to bring up the topic at the beginning of the class.

We also used a powerpoint presentation to bring the imagery of the artist to the classroom and make it more fun to engage in the topic.

What worked well in this class? What did not work?

This class worked very well with advanced students because they really liked the artist. They could see and discuss elements from the Spanish culture that they were already familiar with, and put them into a different perspective. After this class, this artist became a recurrent topic in class, students would follow her progress and the new material she was releasing. It was a fantastic resource for them to bring Spanish home and keep practicing. 

If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

There is a PowerPoint presentation attached.

FR S18 Cultural Activity (off-campus) “Taking Shape: Degas as Sculptor”

JP S18 Off Campus Cultural Activity

JP S18 Study Break “Origami Night”

DE S18 The Pomona College Orchestra

DE S18 decorate your personal Lebkuchenherz

CN F17 Cultural activity Chinese paper-cutting

RU F17 The Seagull

RU F17 ADV Art and Art Appreciation

Language Resident Name: Mykyta Tyshchenko

Day and Date: 10.31.2017

Language and Level: Russian, Advanced

Class theme/topics discussed: art and art appreciation

Goal of the class: work on argumentation and description using painting

 How did you structure the class?

  1. Greetings, general questions and discussions. – 5 min.
  2. Survey: students ask each other the questions from the survey. (handout 1) – 10 min.
  3. Warm-up: Name the picture – students have to name the titles of the famous Russian pictures. The goal is to guess or give the funniest name. – 10 min.
  4. Description: each student has to pick a picture from a tile and describe it to the audience. The other students should ask at least one question and then to guess the name of the picture. – 10 min.
  5. Role-play: Every student now picks a picture that he/she likes and pretends that he is the creator of the painting. The other students perform as critics as questions or criticize the works of art (the LR tells the critics whether they like or do not like the picture). – 10 min.
  6. Wrap-up: The slang test: the students and the LR go through the test about Russian slang together. https://meduza.io/quiz/haypanut-ili-dropnut-ponimaete-li-vy-podrostkov – 15 min.

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

Handouts, laptop, tv, MEMO game

What worked well in this class? What did not work?

The class went well, students seemed to enjoy the roles they were given in the class. The activities motivated them to speak, ask questions and interact with each other and the LR. The slang test was a success too, because it is one of the biggest areas of interest of the students.

 How could this class be improved/ modified?

I would dedicate less time to the slang test and make the students work as a group in this activity.

 

If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

Handout 1.

 

1.Тебе нравится искусство? Какой твой любимый вид? (архитектура, живопись, литература)
2. Тебе нравится ходить в музеи/галереи? Какой твой любимый музей/галерея?
3.У тебя есть любимый художник/

художница?

Кто он/она?

4.Как ты считаешь, искусство нужно людям или нет?
5.Какой твой любимый жанр изобразительного искусства (fine art)? Какой жанр тебе не нравится?

FR F17 INT Art & Storytelling

Conversation Class Lesson Summary

Language Resident Name: Marina Simonnet

Day and Date: Thursday, September 14

Language and Level (intermediate or advanced class): French // Intermediate

Class theme/topics discussed: Art (Journées du Patrimoine 2017) //class at the FLRC

Goal of the class: Learn about art in France (Journées du patrimoine 2017) and create their own story using works of art from French museums (PowerPoint Karaoke) 

How did you structure the class?

  1. Warm-up: We play a game called “Memory” (students have to match two identical images together). I think it could help build the vocabulary about art.
  2. Pairwork: Using the RMN website, the students have to create a powerpoint telling a story. The topic will be free because they’re intermediate and the exercise might be already a little difficult for them. I will focus on how they interact with each other.
  3. Powerpoint Karaoke: Once they’re done, they will have to give their powerpoint presentation to another group who will have to improvise and invent a story depending on what they see. Then, the initial group who created the Powerpoint will tell us the “real story” behind what they created. We might not have time to do both parts.

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

Réunion des Musées Nationaux :

http://www.photo.rmn.fr/C.aspx?VP3=SearchResult&ALID=2CO5S9IZDCBN

A memory game (handout)

What worked well in this class? What did not work?

The memory was a good activity, but not so much a warm-up (we spent almost 25 minutes on it). The exercise was interesting because they really had to remember the words itself (and not only the image) to match the pairs. We didn’t have time to make the third activity but it’s okay: the second activity worked really fine and the participation was balanced between each member of each group. I’m planning on having a second class on this topic to do the third activity.

How could this class be improved/ modified?

 If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

2017-09-14 INT Art

 

FR F17 French off-campus Cultural Activity – LACMA

FR S17 INT Art

Conversation Class Lesson Summary 

Language Resident Name: Marina Simonnet

Day and Date: Thursday, April 13

Language and Level (intermediate or advanced class): Intermediate

Class theme/topics discussed: Art

Goal of the class: Work on description and argumentation using painting.

How did you structure the class?

  1. Warm-up: “Who is who” game with Keith Haring’s pictures: https://drive.google.com/file/d/0B1-NjIMadEKFYUZxbWJyQXRaVUU/view First, all questions are possible, secondly, the students cannot name colors, and finally, they can only use position of the body. We will work on the vocabulary of the colors and of the body parts and positions.
  2. Description & role-play: each student picks a painting she likes and has to explain it to the other students what it means (1 min). Then each student has to ask a question.
  3. Argumentation & role-play: the student who picked a painting plays the painter and the other students now play the role of art critics (I assigned them to like or dislike the work of art) and each one has to ask a question to the artist who answer.

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

Google Images to find the pictures and show them on the screen.

What worked well in this class? What did not work?

I gave them some works of French art for the third activity, the students loved it because they were able to discover French art as well as practice… The role-play activities worked great, all the students were very involved in the roles they had to play.

How could this class be improved/ modified?

Do not hesitate to use original piece of art like Anthropometrie by Yves Klein, or Fountain by Marcel Duchamp. The students are very curious about contemporary art and they usually have a lot to say about it!

 I also did this class with my advanced students and it worked great too!

 If you have a more detailed lesson plan, please attach it below (OK to use target language for that).

 

FR S17 Off-Campus Cultural Activity – The Night of Ideas

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