Category: Art (Page 1 of 4)
About theater, literature, fine arts
Level: Intermediate and Advanced
This lesson can take between one to two hours depending on the activities you choose to do. It is better to take more time doing each activity and thus to dedicate 2 classes to this lesson
Objective: By the end of the lesson, students will be able to describe different French museums and their collections while learning French vocabulary related to art.
Materials:
– Computers or tablets with internet access
– Pen and paper
Warm-up
– The teacher introduces the topic of the lesson by showing pictures of famous French artworks or landmarks such as the Mona Lisa, the Eiffel Tower, or the Palace of Versailles. The teacher asks the students if they recognize any of them and what they know about them.
Presentation / activity 1:
– introduce various French museums such as the Louvre, the Musée d’Orsay, the Centre Pompidou, and the Musée Picasso, and explains their collections and history. Show pictures of the museums and explain where they are located in France.
– introduce vocabulary related to art such as peinture (painting), sculpture (sculpture), exposition (exhibition), artiste (artist), and œuvre d’art (artwork), etc.
Activity 2:
– divide the class into pairs or small groups of 3 and assign each group a French virtual museum to explore. The museums can be found on websites such as Google Arts & Culture or the museums’ official websites.
– provide a worksheet with questions for the students to answer while exploring the museum. The questions should include specific artworks or collections to look for and descriptions to write.
– encourage the students to use the vocabulary they learnt in class to describe the artworks and to write short paragraphs in French.
Wrap-up
– ask each group to present their findings and to show pictures of the artworks they have explored.
– lead a discussion on the different museums and their collections, and ask students to share their favorite artwork or museum.
– review the vocabulary and encourage the students to continue practicing by exploring more French museums or by watching French documentaries or films about art.
What worked well in this Event? What did not work (and how could it be improved)?
Very many students and professors came to this event, which made me very happy. Since I held this event on a weekend, accordingly many people had time to come, which I can also recommend. The only problem was that the purchased food and snacks were eaten relatively quickly. Some students unfortunately could not try German food, which is a pity. For the next event, which is held on a weekend, I would definitely buy enough food. In general, the interest in a brunch event was very high and especially the white sausages were very popular and therefore eaten very quickly. What I should have next time also on the screen that you need a lot of chairs and seating. Which one should organize in advance. In general, however, it was a very sound event, which was received with a lot of joy. Especially the fact that professors came to this event made me very happy.
What worked well in this Event? What did not work (and how could it be improved)?
This event went a little differently than I had planned. It was the first week of the new semester and some students had to arrive and get settled. Therefore, unfortunately, only one person was present. It would have been helpful to hold this event in the second week to have more time to advertise the event. Since I had also prepared snack in this event.
| Topic | Image description |
| Goals of the Class | How do I describe images in a very accurate way. What sentences do I use PronounsEffects of pictures |
| Warm Up | Small Talk about the first weekend back at the College. Expectations for the semester |
| Activity 1 | One person had a picture and the other person had to paint the picture. By describing the person with the picture. Then change partners with a new picture. |
| Activity 2 | How do I describe a picture. Input from my side: – What are the characteristics- background, foreground, on the right/left side, …- Pronouns (on, under, beside,) Each person got a picture and had to describe it with the given input. |
| Activity 3 | Everyone was allowed to choose a painting or a picture from the Internet:- Tell something about the artist and the painting- Describe the painting – Why do I like the painting / what effect does it have on me?- does it tell a story? |
| What worked well in this class? What did not work (and how could it be improved)? | the students had a lot of fun and were able to quickly implement and use the phrases they had learned. The initial activity went very well, and the students’ drawings were very good. Next time I would probably choose simple pictures that are easier to draw. |
Language resident: Natalia Cano
Class theme/topic discussed:
Goal of the class:
Class structure:
Warm up:
-What do you think about architecture?
-Do you like it?
-Is it art?
Activity 1:
What is your favorite building? Why?
All the students show each other their favorite building
Activity 2:
The students get a lot of famous buildings around the world and they have to say if they know the building, if they know where it is, if they have been there and if they would like to go.
Activity 3:
The students have to match the building pictures with their name and a short explanation about them.
Resources used:
Powerpoint, building pictures, names and explanations on paper.
What worked well? What did not work?
The class was fantastic. My students favorite buildings were beautiful and we all had a great time.
Day and Date: 2022.09.06
Language and Level (intermediate or advanced class): Advanced
Class theme/topics discussed: 传统节日 Traditional Festivals
Goal of the class:
By the end of this class, students will learn more about Mid-Autumn Festival and the stories and legends of it. By the end of the class, they are expected to make a video to families and friends and send their best wishes to them.
How did you structure the class?
- Warm-up: Labor Day
Where did you go? What did you do?
- Do you know which Festival is coming soon in China?
- When is Mid-Autumn Festival? & How do Chinese people celebrate it? – Top Activities & Traditions
- Stories & Legends of Mid-Autumn Festival
- 嫦娥奔月 ‘Chang E Flying to the Moon’
- 玉兔捣药 Rabbit in the Moon
- 吴刚伐桂 Wu Gang Chops the Tree
- 朱元璋和月饼起义Zhu Yuanzhang and Moon Cake Uprising
- What phrases do people usually use for this Festival?
Make a lantern!
- Make a video to your family/friend and give him/her your best wishes on this festival.
写一段祝福，并录下来，发送给你的老师/朋友
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
PowerPoint slides
What worked well in this class? What did not work?
Things that worked well:
The class went really well! Since I had some inventories(lanterns) from last semester’s study break, and I only got 2 students in this group, an idea popped up just before the class began: why not making lanterns, writing wishes on them & making videos to loved ones(families/friends)? So I added two slides of lantern-making traditions and did this activity in class. It went so well! I think my students love it!
The thing that did not work:
Actually everything worked really well. The students were not as shy as last week and I could see that they engaged more and more in this class. We had a conversation about their Labor Day break at the beginning of the class and they even started making jokes about each other. At the end of the class they asked me to airdrop them the videos and I think one student actually sent the video to her mom. Since I had the experience from last semester that the stories maybe too hard for them to understand, so instead of showing the videos on Youtube, I told the stories myself with easier sentences and phrases(+ an amount of body language). So I think they understood the cultural background and the stories really well.
How could this class be improved/ modified?
I’d say nothing much. Just this class would probably only works for a small group of students. Any class with more than 5 may not work as well.
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/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
