Category: Art (Page 1 of 3)
About theater, literature, fine arts
Language Resident/Assistant Name:
Nicolai Diener
Class theme/topics discussed:
Art & Picture description
Goal of the class:
Students know locations in/within a picture
Students can describe the location of objects to each other (positions)
Students are able to describe a picture
Students can interpret pictures
How did you structure the class?
4.15 – 4.30: Warm-Up: Who are what am I? (students get either the name of one person or one object (e.g. painting, building) or the corresponding description to a person or an object. By asking each other questions they have to “get to know each other” and thereby find out whether their role fits the other person’s role)
4.30 – 4.35: Review: Picture description (short review of important vocabulary when describing pictures and the different directions (e.g. in front of, behind, next to… in the centre/right hand side))
4.35 – 4.50: Describe & Draw (depending on class size either 1on1 or 1 describing and 2 drawing: one student sits with the back to the board and the other one with the front. Then a picture is faded in so that only the student with the front to the board can see it. That student now has to describe the picture to the other student, and he/she/they has to draw it based on the descriptions of the other student. 5min per turn, then they can look at the board to compare how good the drawing was. Then they switch position, and now the other student has to describe and the other to draw. With 3 students, 2 are drawing and sitting with the back to the front and they make 3 rounds with every one describing at least once)
4.50 – 5.05: Group work (students can choose between 6 paintings by German artists and then analyze that picture in 3 steps. They have instructions on the power point and are allowed to use their phones)
5.05 – 5.15: Presentation (each group presents their painting, according to the 3-step-analysis that was given to them)
What worked well in this class? What did not work (and how could it be improved)?
I taught a similar class last semester, but wasn’t really happy with it – thus, I wanted to teach it again with improvements. These improvements have worked really well! The warm-up was a nice way to walk around the room, talk to each other, ask each other questions, while at the same time starting to familiarize with the topic. The “Describe & Draw” is a really well-working, engaging and fun activity. The group work about paintings from German artists was a well-rounded conclusion to this lesson and put it on a higher level than the first time I taught that class. The students were able to learn about German art, had lots of discussions in class and had to present something as well. Thus, I would say that this class worked really well, I was happy about how it worked and wouldn’t really change anything.
One possible modification: instead of giving them pictures, the group work could also work if they choose their own paintings. Upside: more personalized and individualized, but several risks: no sufficient resources (maybe not everyone has a mobile phone/laptop handy), not sure what paintings, no German paintings.
11th Feb 2022 Lil tokyo tour as Cultural event with Benton museum, Japanese faculty
24th Feb 2022 Studybreak, Egocolo shiritori 絵心しりとり
27th Mar 2022 Studybreak, Undoukai demo shimasenkai 運動会でもしませんかい？
26th Apr 2022 Intercultural studybreak 合同スタブレ
explore-little-tokyoFebruary-study-break
運動会
Language Resident/Assistant Name:
Nicolai Diener
Class theme/topics discussed:
Bigfoot
Goal of the class:
Communicative Practice
Creative Story-telling
How did you structure the class?
4.30 – 4.35: Welcome & Introduction to “Bigfoot” topic (Talking to students about how they feel and how they have spend their weekend. Let the students explain the story behind “Bigfoot”)
4.35 – 4.45: Introduction to the worksheet & reading the story (+ review vocabulary)
4.45 – 4.55: First drawings (students have to draw the “branches breaking” in two boxes and describe what is happening)
4.55 – 5.00: Present their drawings
5.00 – 5.20: Groups: Finish the story (students have to get together in groups and brainstorm about how they want to finish the story. Then they draw the story & describe what is happening)
5.20 – 5.30: Present the story (students present how they finished the story)
What worked well in this class? What did not work?
The class worked really well. No surprise, considering Adan delivered that idea to us! The students had a lot of fun – the beginning was nice, but at the end of the class everybody was laughing, having fun and – most importantly – communicating a lot in German. I tried that class with both my conversation classes (one of them more communicatve, the other a little less) and it worked better with the communicative one, but they also took more time for each activity, so you have to keep that in mind.
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Conversation Class Lesson Summary
Language Resident Name: Cozy Enrique NAKADA (Koji NAKADA)
Day and Date: 11th week (8th to 12th Nov 2021)
Language and Level (intermediate or advanced class): Advanced
Class theme/topics discussed: 芸術の秋１・２（Artistic Autumn part 1, 2）
Goal of the class:
Art 1
Students can express how to describe shape, texture, size, and impression in Japanese.
Art 2
Students can introduce their favorite films, books in Japanese.
How did you structure the class?
9th Nov 2021
16:30
Wait until everyone comes, by showing Intermediate class’ video.
16:40
Explaining the procedure of competitive drawing game. Reviewing all the expressions.
16:45
Game start! (for 3 different drawing, so that everyone have opportunity to draw at least once.)
17:25
Students put phrases which they want to know, on google sheet.
17:30
End
11th Nov 2021
16:30
Wait until everyone comes, by checking in with students who came on time.
16:40
Explaining how to describe feelings, thoughts, introduce film / book to others. Demonstrate teacher’s example.
16:45
Preparing short paper to talk with partner.
17:00
Start talking with partner
17:15
Presentation of favourite films by 3 students (2 assigned, 1 volunteer)
17:30
End
What technology, media or props did you use?
Students’ mac laptop, handouts
What worked well in this class? What did not work?
Handouts always help both students and me. For the advanced class, they seemed to enjoy the activities.
~~~~~~~~~~~~~~~ handouts ~~~~~~~~~~~~~~~~~
2021年11月8日（月）
芸術の秋 〜アートに触れよう その１〜
☆あみだくじをひきます。
☆当たった人は絵を描きます。
☆クラスの後ろの方に座り、壁の方を向きます。
☆ジェスチャーを使うのはOKです。
☆できるだけ英語は使わないで相手に説明してください。
〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜
丸い
三角の
四角い
ふわふわした
ギザギザの
やわらかい
かたい
線
ゆるやかな
急な
右側
左側
上
下
中心
とがった口
眉毛が 太い 細い
鼻毛が出ている
おでこ・ひたいにしわがある
ほっぺたが赤い
~~~~~~~~~~~~~ 2nd handout ~~~~~~~~~~~~~~~~
2021年11月10日（水）
芸術の秋 パート２ 好きな本や映画について話そう！（口語）
♪表現したい内容を簡単にメモしてから、知りたい単語をSheetに書く
Q1. その（本・映画）の評価を一言で言うと？
（楽しかった 悲しかった 切なかった 爆笑だった 怖かった 叫びまくってた ）
Q2. 簡単なあらすじを紹介
主人公は（ 貧乏 金持ち 女性 男性 高校生 ）で、（ 1960の東京・1992年のロス ）を舞台に、（ 世界を救う・正義のために戦う ） という話！
Q3. 一番心を動かされたのはどんな（内容・シーン）ですか？
Q4. この作品を誰に勧めたいですか？
Q5. それはなぜですか？
例）
♪わたしがオススメしたい映画は 「コニー アンド カーラ（Connie and Carla）」です。主人公は売れない女性歌手二人で、殺人現場を見たせいでアメリカ中を逃げないといけなくなり、ドラッグクィーンの世界で大活躍するというドタバタコメディーです。逃げる中で主人公が自信を取り戻して行く様子がとても好きです。いまとにかく、何も考えず笑いたい！そういう人におすすめの映画です。
This topic can be done in a class or two classes.
anguage Resident/Assistant Name:
Kozue Matsumoto
Day and Date:
Wednesday April 14, 2021
Language and Level (intermediate or advanced class):
Intermediate
Class theme/topics discussed:
- Movie trailer
- Make Renga
Goal of the class:
- Understand a movie trailer
anguage Resident/Assistant Name:
Kozue Matsumoto
Day and Date:
Wednesday April 12 – 15, 2021
Language and Level (intermediate or advanced class):
Intermediate
Class theme/topics discussed:
- Movie trailer
- Hyakunin isshu
- Renga
Goal of the class:
- Understand a movie trailer
- Understand hyakunin-isshu, waka poetry, and other ideas around waka
- Make some renga
How did you structure the class?
- Trailer #1 (20 min)
- https://youtu.be/ZjNlJLjDzjk
- What kind of characters?
- Karuta or Hyakunin isshu (15 min)
- What is this?
- A collection of Waka poems
- 100 poems from 100 poets throughout the history
- Created in the early 13th century
- Who are poets?
- Emperors, aristocrats, monks
- There are lots of other waka collections
- Some of them include regular people’s poems and poems with writers unknown from ancient times
- What Is waka?
- Haiku (5.7.5) vs. Waka (5.7.5.7.7.)
- 柿くへば鐘が鳴るなり法隆寺 by 正岡子規
- ちはやふる 神代もきかず 竜田川 からくれなゐに 水くくるとは by 在原 業平 (9th century)
- As a game
- How the game works
- Renga
- Difference between waka
- Trailer #2 (15 min)
- https://youtu.be/MU6FqgKawxQ
- What’s new here
- New Character? What’s she like?
- What’s a message shown throughout the trailer?
- The effect of adopting story that was originally written in a manga format.
- Let’s make renga (30 min)
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.) Class agreement, breakout rooms
Zoom, Sharescreen, Youtube, Whiteboard
What worked well in this class? What did not work?
Intermediate:
- Today’s trailer was a lot easier to understand for them. They were able to guess the relationship of 3 main characters.
- They know some sort of card game is related, but they had little idea. One student was able to guess that it would be something with poems. That was great.
- Introduced this game, Hyakunin Isshu, Waka, and Renga. I talked a lot for this to explain what they are. It was like I’m doing a Japanese class in a junior high school in Japan. At least they got the new ideas and cultures around Hyakunin Isshu and Waka poems.
- The trailer #2 was fun. This time we guessed what’s going on and also tried to listen carefully each phrase in the trailer. From these phrases, we thought about shared value that these characters are having (team work) in contrast to the best player (individualistic).
- Renga was a fun activity. This is a collaborative poetry, so you have to follow 5-7-5 and 7-7 format and also develop the idea and theme that previous people present. They created funny poems collaboratively.
- I used whiteboard for this collaborative activity. They just type their work on to whiteboard by themselves. This worked out very well.
- I shared music when they were working on poems. It was a good and fun addition to the class.
Advanced:
- Today’s trailer was a lot easier for them to grasp the story. They were able to find more details than 11.1 students
- We talked a lot about Hyakunin Isshu, Waka, Haiku, and Renga. They knew Haiku but they didn’t know Waka.
- We discussed the difference between Karuta and Hyakunin Isshu, which also called karuta occasionally
- With trailer #2 we talked about certain values that Japanese society likes to hear and see in pop cultures and entertainment. Some elements, friendship, collaborative work, hard work, are so popular and they are seen a lot of pop cultures
- We also talked about a little strange cinematography. This might be because the film tries to adopt the styles of comic.
- Renga making was so fun. I used background music to play while they are thinking so there is no awkward silence. Their works are so funny.
- I used white board for the renga making activity, and it worked well
How could this class be improved/ modified?
- Renga making was so fun. I used background music to play while they are thinking so there is no awkward silence. Their works are so funny.
- Renga activity can be done in breakout room instead of whiteboard. I was thinking which way to do. This time I used whiteboard. But I think breakout room works as well
Trailers
Haiku, Waka, and Renga Whiteboard
Students’ Renga Works
Language Resident/Assistant Name:
Kozue Matsumoto
Day and Date:
Monday February 15 & 18, 2021
Language and Level (intermediate or advanced class):
Intermediate & Advanced
Class theme/topics discussed:
- Yokai
Goal of the class:
- Understand Yokai
- Introduce a yokai
- Think about yokai of our time
How did you structure the class?
- Study Break Announcement (10 min)
- Have you done origami before? What did you make? What occasion?
- Good news? (10 min)
- Snow in Houston
- Lunar New Year
- Success (extra stuff) in Chinese
- What is yokai? (5 min)
- What kind of Yokai have you found? (15 min)
- アマビエ Amabie (https://youtu.be/seDUC9Dqep8 or https://youtu.be/WC6vZrg2yZo) (15 min)
- Watch and understand followings
- What Amabie looks like
- What Amabie said to people
- How this is popular in Japan now
- Draw Amabie
- Watch and understand followings
- (Intermidiate) Let’s think about today’s Yokai
- (Advanced) Japanese people/society’s attitude towards yokai, other spiritual existence, and not-so-scientific things (5 min)
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Class agreement, breakup rooms
Zoom, share screen, youtube, google images, pen and paper
What worked well in this class? What did not work?
Intermidiate:
- Students researched some ideas of what Yokai is. We also introduced some yokai that they found. They also shared some stories around the yokai.
- We watched the video of Amabie story. Amabie is a yokai that became super popular in Japan last year. Amabie is a yokai who lives in the ocean. It is said that if you draw Amabie and show it to a sick person, they will get well. So the coronavirus reminded people of Amabie, and it became a huge cultural trend in japan, like a collective wish towards the people suffering from COVID.
- Since we watched the story and know that Amabie looks like (have a bird-like beak, rhombus shaped eyes, long red hear, rainbow color scales, and 3 fish tales on which they can stand), we draw Amabie. That was fun.
- We also looked at original amabie. A student found a page that shows various amabie interpretations by comtemporary artists in the world (https://www.ideo.com/blog/16-artist-interpretations-of-amabie-a-mythical-japanese-creature-said-to-ward-off-disease ).
- We thought about what the yokai could be in today’s contemporary world. It was fun, but we only had a few minutes to think about.
Advanced:
- We discussed what yokai is. We were able to discuss more conceptual ideas than 11.1 class. They told me that they didn’t have a concept of yokai until I said it in the previous class, but after some research, they realized they have seen yokai here and there in their lives. They didn’t recognize them as yokai at that time.
- We also talked about yokai as not mosters, not spirits, but some other category. Probably based on Japanese people’s imagination towards little things in their lives.
- Watching Amabie story and drawing it was fun. We saw other amabie drawings by artists in the world. We also discussed how Amabie became a trend in Japan last year under COVID, and how these non-scientific things are still around people’s life
- We talked about other non-scientific things around our Japanese life. Could these things be just stupid ideas or do they help people’s mind/psychology in a certain way? How and Why?
How could this class be improved/ modified?
- Yokai is such a unique concept, and one hour might not be enough to fully understand what they are, but I hope they got a bit of sense about it.
- Amabie was a good example of relationship between human and yokai.
- While they were drawing (5 min or so). There was a silent, but I thought it’s good to have some activities like drawing once in a while, especially when it’s related to the topic.
Amabie Videos
Amabie Drawings by Students
Language Resident/Assistant Name:
Kozue Matsumoto
Day and Date:
Tuesday November 24, 2020
Language and Level (intermediate or advanced class):
Advanced
Class theme/topics discussed:
- Last class: kanji games
Goal of the class:
- Guess how to read unusual kanji
How did you structure the class?
- How are you doing? Hanging in there? Good news if any??? (7 min)
- Hawaiian Thanksgiving dishes – lots of Asian food included
- Guess and read the kanji (45 min)
- Veggies
- Fruits
- Things in the water
- Family names
- Most complicated kanji (10 min)
- Some legendary mysterious kanji
- Officially registered real kanji
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Class agreement, breakup rooms
Zoom, white board
What worked well in this class? What did not work?
- We talked how we feel at the end of the semester. Since everything happened online at home, there is not a huge difference compared to pre-COVID time when students used to move back to their hometown etc.
- We talked a bit about Hawaiian Thanksgiving food
- Kanji guessing game was fun, and they had very good questions such as when these vegetables were introduced to Japan and how their kanji were decided like that.
- One student was sharing her knowledge about how Taiwanese use the same kanji for the same fruits and how a kanji was chosen for a certain fruit because of the meaning of kanji (蕃)
- We guessed some strange and rare family names and some super complicated kanji as well.
- We had a pretty fun time. They used everything they know to guess the kanji, such as a documentary film about fish that they watched the other day, the knowledge of Taiwanese usage of kanji, etc.
How could this class be improved/ modified?
- There are lots of kanji. Some are easy to guess, and others are just impossible to guess. We can do a lot about this.
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.
Below are what we did with whiteboard
Fruits
Vegetables
Things in the water
Rare and strange family names
Complicated kanji
Taito たいと – a family name (not officially recorded in anywhere but there is a story around this kanji)
Biang – From Chinese kanji
Jin ジン – dust
Language Resident/Assistant Name:
Kozue Matsumoto
Day and Date:
Monday October 5, 2020
Language and Level (intermediate or advanced class):
Intermediate / Advanced
Class theme/topics discussed:
- Haiku
Goal of the class:
- Learn about Haiku
- Create haiku and kigo
How did you structure the class?
- Good news (5min) *We share positive stories at the beginning of each class.
- Today’s plan and watch a video: https://youtu.be/BNyPE93fXh8 (10 min)
- Example of “kigo” https://en.wikipedia.org/wiki/List_of_kigo#Autumn:_8_August_%E2%80%93_6_November (5 min)
- Break out room (2-3people) (25 min)
- How we appreciate season? Any new “kigo” that we can create that’s specific to American seasonal moments?
- What reminds us of seasons? What kind of things do we appreciate in a season? What do we do, see, hear, taste or feel in a season?
- Let’s make a haiku!
- Main room (15 min)
- Share the haiku each group made.
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Class agreement, breakup rooms
Zoom, Breakout room, emails, YouTube and internet resources.
What worked well in this class? What did not work?
- They knew the basics of haiku. The video helped them understand a little deeper about haiku.
- “kigo” is an interesting concept. Instead of telling them this as a rule, I let them think about and come up with their own “kigo” in their own environment (American or California or whatever they think of)
- I believe it’s a nice activity to reflect how we are related to our environment, such as nature or seasonal events.
- This also turned into finding a little nice or memorable moment in their daily life relating to a season
- They enjoyed thinking of “kigo” and they explained how seasonal a certain word is to me, as I’m not quite familiar to American seasonal practice.
- They enjoyed making haiku, too, and they are using some techniques such as ji-amari (extra letter) or taigen-dome (ending a phrase with a noun)
- I also had them type their poem into the chat so I can make sure I know what they did and also I can save it.
- This was also finding a little nice or memorable moment in their daily life
How could this class be improved/ modified?
- We focused on fall as it’s fall now, but we can do this any seasons
- We can also do “senryu,” which is like haiku, but you do not need to use “kigo” in it. So this could be a little freer and more hilarious.
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.
Some concepts:
俳句、季語、字余り、字足らず、倒置法
Student works (with my quick translation):
天の川（あまのがわ）
今晩月は（こんばんつきは）
珍しい（めずらしい）
With Milky way, tonight’s moon is rare.
紅葉狩り
カリフォルニアで
火事がある
While enjoying the colorful fall tree leaves while it’s on fire in California
コーン畑
踊って来てる
骸骨は
At Corn field, a skeleton is coming while dancing
花枯れる (はなかれる)
BTS が来る (ビティエスがくる)
うれしいな
The season the flowers die, it’s also a season BTS comes here. Feels happy.
タコ火曜
感謝祭と
食べすぎる
Taco Tuesday, also Thanksgiving, I’m eating too much
秋のくれ（あき）
カボチャをほって
光入れ（ひかりいれ）
At dusk, I curve a pumpkin and light inside.
秋の時間
色々な色
思い出す
Fall time, I remember lots of colors.
秋に来る
外を見る時
しあわせな
Coming in the fall, I feel happy looking outside
春寒のころ
電車を待ち中
あの子見た
In early spring, while waiting for a train, I saw the girl.
宿題が
飛んで行ってる
貝寄風のおかげ
My homework is all blown away, thanks to a strong spring wind!
蝉の音
種を吐き出せ
ネバネバな手
Cicada sounds, let’s spit out seeds with my sticky hands
最初の雨
上に雪が降る
山眠る
The first rain, and then snow falls, the mountain sleeps
大雨で 峰
白くなり
山眠る
A huge rain fall, the peak of mountains become white as mountains sleeps
雨の後
雲吹き飛ばし
白い山
After the rain, the clounds are blown away and I see a white mountain.
Language Resident/Assistant Name: Eva Saunders
Day and Date: 11/12/2020
Language and Level (intermediate or advanced class): Intermediate & Advanced
Class theme/topics discussed: St. Martin’s Day
Goal of the class: Learn about German culture and master casual conversation
How did you structure the class?
A) Warm-Up: Have you heard of St. Martins Day or seen lantern-walks before? Why are they happening?
Watch short cartoon about St. Martin:
B) Activity: Make a lantern as is a custom in Germany on 11/11 while listening to songs that are traditionally sung, like “Ich geh mit meiner Laterne“ and “Laterne, Laterne”.
Here is an example for an easy lantern: http://www.labbe.de/zzzebra/index.asp?themaid=237&titelid=4116
This one is made poking holes, alternatively you can have the students cut out shapes with small scissors and glue tissue paper behind it.
Maybe watch video of actual St. Martin’s procession towards the end, when people are settled in with crafting (you can find some on Youtube).
C) Discussion while crafting or after: What were your favorite Childhood activities this time of year? Is there something similar in your culture?
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.) Props: Share Screen function in Zoom, Chat, Youtube, Spotify, Course Website as a resource for homework and reference.
I emailed students a few days before with what is needed so they could get the supplies needed for making the lanterns (cardboard box, scissors, thumb tacks, glue, tissue paper, fake candle, etc.).
What worked well in this class? What did not work?
The students very much enjoyed making the lanterns. It is a bit hard to make them multi-task, so they became chattier once they were almost done with their work. It worked well to listen to some traditional songs while they were crafting and showing the videos in the beginning & end.
How could this class be improved/ modified?
I’d leave it as is. And we took a screenshot photo with all our lanterns at the end, which made a fun memory.
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.
Virtual Handout in target language: https://courses.pomona.edu/la-german-2020/blog/2020/11/12/13-1-class-23-11-12-2020/ (Password: GERMAN)
Language Resident/Assistant Name:
Kozue Matsumoto
Day and Date:
Monday November 9, 2020
Language and Level (intermediate or advanced class):
Intermediate / Advanced
Class theme/topics discussed:
- Descrbe music videos
Goal of the class:
- Get to know some contemporary attempt of Japanese traditional music
- Describe music videos, what do you see? What do you hear?
How did you structure the class?
- How are you doing? Hanging there? Good news if any??? (7 min)
- We are trying to stay calm with the presidential election result being updated.
- Today’s plan (3 min)
- Breakout room (30 min): Each group has a different music video
- Watch the videos
- How many people are there?
- What are they doing? What are the instruments?
- What do they wear?
- What kind of music?
- What is traditional and what is not traditional?
- Do you like it or not and why?
- Main room (20 min)
- Explain the music video and watch video
- Wrap up. Stay positive, and stay calm,
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Class agreement, breakup rooms
Zoom, breakout rooms, youtube videos
What worked well in this class? What did not work?
- Students were a little tired at the beginning with upcoming exams and all the homework they have
- Each breakout room had a different music video. So I told them to describe the video really in detail.
- They enjoyed the videos.
- We learned some way of describing music, terms such as “traditional,” “contemporary,” and other terms used for traditional clothing.
- In breakout rooms, they asked me some words that explain musical moments, things artists are wearing, or the scenery. They used these terms when shearing in the main room.
- I first let all the groups explain what they watched. After that is done, I shared my screen and played all three videos at once. They loved it.
- Students enjoyed the music, costumes, the techniques of artists, and other details.
- This is one of classes students chose as the best.
Advanced:
- Students enjoyed the music, costumes, the techniques of artists, and other details.
- We ended up with talking a lot about Japanese arts and elements in videos.
- Students have a little more knowledge about Buddhism in this class, and it made some discussions very interesting.
How could this class be improved/ modified?
- I noticed that students used chat a lot as we all watch the videos together. Probably I can make use of the chat function more effectively with music moment. I don’t know how yet though. Something to keep thinking for the next time.
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.
Videos Shared:
Vocabulary that we learned:
袴：はかま
ばち
伝統的：でんとうてき：traditional
楽器：がっき：musical instrument
稲荷：いなり
畳：たたみ
和室：わしつ
襖：ふすま
和紙：わし
障子：しょうじ
きつね
竹：たけ
竹林：ちくりん
帯：おび
頭巾：ずきん
お経：おきょう
般若心経：はんにゃしんきょう
袈裟：けさ
邪道：じゃどう
Students’ comments on chat for each video
https://youtu.be/KHna8ngTaOg
17:06:41 From Lena She-Her : This lit
17:06:50 From Mason Cai : ^^
17:06:54 From Marina Aina : ^^^
17:07:00 From Ruby Hoffman : ^^
17:07:10 From Ashley Cheng : ^^^^^
17:07:32 From Marina Aina : The mv visuals are so nice too 😮
17:07:48 From Alyssa Zhang : those masks damnnnnn
17:08:06 From Mason Cai : :OOOoOOO:
https://youtu.be/cbObLy5MjWU
17:10:24 From Marina Aina : Ive never felt more untalented in my life LMAO they’re so good 😮
17:10:32 From Kate McHale : this really slaps
17:10:34 From Ashley Cheng : It really do be one of those days
https://youtu.be/nvIGCMhjkvw?t=120
17:12:03 From Kano Cheng : I want to be this man when I grow up
17:12:29 From Ruby Hoffman : yes oh my god
17:12:37 From Marina Aina : i think you can accomplish that dream :,)
17:12:40 From Kate McHale : immaculate vibes
17:12:42 From Ashley Cheng : I wonder if my buddhist grandma would appreciate this
17:13:07 From Alyssa Zhang : i want to know what hes saying
Language Resident Name: Miki Saigo
Day and Date: January 28, 2019
Language and Level: Advanced Japanese
Class theme/topics discussed:
- Fashion
Goal of the class:
- Discuss preferences and opinions on fashion
How did you structure the class?
- Greetings and announcements
– Study Break: Calligraphy Feb. 6th
– Oldenborg Open House Feb. 13th - Activity I: Whose outfit?
I show students pictures of various outfits. In groups of three, students discuss who/what kind of person would wear them to where and if students themselves would try wearing these outfits. After they discuss in groups, they discuss with the whole class. - Activity II: Discussions on fashion
In groups of three, students discuss the following questions:
1. What type of outfit do 5C students wear?
2. What would you wear when you go to:
– a family gathering for Christmas
– a friend’s wedding
– a job interview
3. Do you take time to pick clothes in the morning? What do you do when you can’t decide?
4. Do you stick to certain brands? Do you like fast fashion?
5. Imagine you traveled to a somewhere far away… and you find people there wear completely different from you (e.g. everybody is wearing ルーズソックス!). What would you do? - Activity III: Idol group audition
I mention how idols/groups wear unique fashion and do various types of activities on media (e.g. singing, dancing, cooking, comedy, acting, harvesting…). I divide the students into groups and tell each group to imagine they are going on an audition as an idol group. Using a worksheet, students first ask each other their hobbies, skills and things they want to try in the future. Students list up the keywords and then discuss what they can do as an idol group using their talents. They also decide their group name, goals and theme fashion (draw what they are going to wear on media).
When they are done, they present their idea to the whole class.
What technology, media or props did you use?
- PowerPoint slides
- Pictures from the internet (for the picture cards)
- Worksheet
What worked well in this class? What did not work?
- Activity I was visually entertaining. It is open-ended and made students talk, too.
- Students had fun in Activity III. They were creative and talked spontaneously to share their ideas. It was nice to have them draw their costumes.
How could this class be improved/ modified?
- I would add a discussion on trend fashion next time. (e.g. What kind of fashion item is popular now/went popular in the past?)
Materials (Download the files for better view):
- Slides: “Jan.28_AdvJP_Slides-fashion”: https://drive.google.com/file/d/1uiv4eX5VCr4-Y1Z7MTvgBitJhBmCfR_L/view?usp=sharing
- Picture props & Worksheet: “Jan.28_AdvJP_Pics-Worlsheet-fashion”: https://drive.google.com/file/d/18ZWJMOwuKz-RgJJhmz1unZEVpL8DoPhj/view?usp=sharing
Conversation Class Lesson Summary
Language Resident Name: Blanca Barranco Lafuente
Day and Date: 26th February
Language and Level (intermediate or advanced class): Spanish Advanced
Class theme/topics discussed: Street Art
Goal of the class:
- To be able to describe a painting and express own feelings
- To exchange information about street art
How did you structure the class?
- Warm up: Students see some graffiti images and have to decide whether they are art or not. What is considered art and what is considered vandalism?
- Activity 1: Students complete a quiz about graffiti vocabulary in order to learn more words of street art (https://quizlet.com/140617233/vocabulario-graffiti-flash-cards/).
- Activity 2: Students review a handout with expressions used to describe pictures. In pairs, one student will solve a puzzle of a painting and the other student will describe the painting.
- Activity 3: Students discuss different controversial questions related to street art.
- Extra final activity: Students see a picture of a graffiti and comment on the author (Banksy, an anonymous street artist). Students see the video of a polemical auction in which one of Banksy’s pieces of art is sold and auto destroyed.
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
- YouTube
- Quiz with graffiti vocabulary
- Puzzles
- Discussion questions about street art
What worked well in this class? What did not work?
- Students shared very interesting opinions about street art and they were specially engaged during the puzzle solving activity.
How could this class be improved/modified?
- This class served as introduction for the conversation project about street art, allowing students to discuss basic issues revolving around the topic and to learn basic street art vocabulary, so I would not modify it for this specific purpose.
Conv_Handout_Street-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
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.
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
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.
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.)
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.