Category: Art (Page 3 of 4)
About theater, literature, fine arts
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?
- Greetings, general questions and discussions. – 5 min.
- Survey: students ask each other the questions from the survey. (handout 1) – 10 min.
- 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.
- 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.
- 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.
- 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? |
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?
- 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.
- 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.
- 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.
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?
- 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.
- 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.
- 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).
Conversation Class Lesson Summary
Language Resident Name: Martin Siebert
Day and Date: Thursday, October 13, 2016
Language and Level (intermediate or advanced class): German Advanced Conversation
Class theme/topics discussed:
Basic understanding and interpretation of a German song.
Goal of the class:
Practicing listening comprehension and understanding of texts (also stylistic devices) and justification.
How did you structure the class?
20-25 minutes: Odd man out. The class is divided in two groups or pairs to have a competition. The LR provides 4 to 5 different words. Each group has to provide the reasons for each of the words to be the odd man out. The students are given a time limit during which they have to make up their reasons. They take notes so that they have proof that they do not copy from the other group that is presenting. Each word that they were able to describe as the odd man out will be rewarded a point. The LR varies the intensity by setting tougher time limitations.
25-30 minutes: Song analysis of “Madsen – Geschichte”. The students listen to the song “Geschichte” by Madsen. They try to remember as much as possible (words, phrases, the general issue). The ideas are then shared with the class. Afterwards, they receive the songtext with gaps. The song is played a second time. The students then try to fill out the blanks in pairs. The LR then helps them to clarify misunderstandings and questions. Each pair gets to analyze one paragraph, the LR provides the categories that help them understanding the meaning. They present their ideas in class
3 minutes: Information about study break on 21st of October. Information about film festival next week (class will be dismissed at 4:55). Information about conversation class project – what is needed.
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Music so that they cannot hear each other that easily, wordlist for odd man out, TV/speakers to play the song, Songtext with gaps, questions for interpretation
What worked well in this class? What did not work?
Students liked both the song and the activities of this class.
How could this class be improved/ modified?
I would keep it as it is!
Sheets:
Katze, Hund, Schildkröte, Elefant
Löwe, Katze, Tiger, Bär
Mensch, Delphin, Hai, Wal
wütend, fröhlich, Gewalt, eifersüchtig/neidisch
Krieg, Flut, Trockenheit, Plage/Seuche
Adler, Eule, Fledermaus, Pinguin
Arzt, Psychologe, Priester, Dichter
Archäologe, Soziologe, Historiker, Paläontologe
Helikopter, Flugzeug, Bus, Vogel
Roman, Zeitung, Zeitschrift/Magazin, Radiosendung
Apfel, Orange, Mango, Banane, Traube, Pfirsich
Indien, China, Frankreich, Uganda, U.S.A, Neu-Guinea
Finger, Blut, Herz, Auge, Muskel, Zunge
Socke, Mantel, Kleid, Unterhosen, Schal, Jeans
Rotkäppchen, Hänsel und Gretel, Schneewittchen, Dornröschen, Aschenputtel
Baum, Busch, Blume, Unkraut, Pflanze, Gras
Trompete, Trommel, Geige, Flöte, Harfe, Klavier
Fluss, Wasserfall, See, Meer, Moor/Sumpf, Pfütze
ruhig, wütend, zierlich, schüchtern, bescheiden, flott/lebendig
Frieden, Freude, Harmonie, Schönheit, Delikatesse/Spezialität
Language Resident Name: Tatiana Ermolaeva
Day and Date: Thursday, 02/04/2016
Language and Level (intermediate or advanced class): Russian, Advanced
Class theme/topics discussed: Russian poetry
Goal of the class: practice reading skills
How did you structure the class?
1. Warm up. Make a short poem of 4 lines using the words that student brainstorm at the beginning.
10 minutes.
2. Do you have a favorite poet? What Russian poets do you know?
Reading poems in turns and drinking tea.
20 minutes
3. If time is left, the game “Interview”. Students write 5-10 questions on a piece of paper. Then they exchange their papers and ask the questions they have received from the other student. At the end they should present the other student to the class using the questions.
20 minutes
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Handouts
What worked well in this class? What did not work?
The students did a great job with the first task, they are very creative! They like to read Russian poetry out loud so it was a good practice for them before the traditional Russian tea event. They also wanted to keep all the poems we read. As to the 3rd task, it was a lot of fun!
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.
You’re welcome to use any poems and here’re the variants that I used:
CC RUS13 Summary 6
Conversation Class Lesson Summary
Language Resident Name: Charlotte Eisenblaetter
Day and Date: Wednesday, 18 November 2015
Language and Level (intermediate or advanced class): German intermediate
Class theme/topics discussed: Max Thalmann in Pomona College Museum of Arts
Goal of the class: To look at art by Max Thalmann and talk about moods and impressions of the pictures
How did you structure the class?
- We met at the entrance of the museum and got an introduction from museum staff in the collection study room. Partner was Steve Comba.
- Students looked at the pictures individually and talked in pairs about their impressions, asked questions to Steve about the artist.
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
I did not have to prepare much except write Steve Comba an e-mail a month earlier and asking for looking at the specific pictures from the collection. For more information :
http://www.pomona.edu/museum/collections/collection-study-room
What worked well in this class? What did not work?
Students enjoyed the art and it also attracted some other students from the German courses at Pomona. It counted as a cultural activity for the students and the staff from the museum was very helpful!
How could this class be improved/ modified?
Of course, you could also show pictures of art in the lounge. But for some students, it was the first time that they got to go to the college museum of art and it connected students from different German courses.
songLanguage and Section: Russian – PO Russ 13.1
Date: 8 November 2011
Class theme/topics discussed: Music
Goal of the class: to practice speaking and listening skills based on the topic “Music”; learn Russian equivalents of different music styles and instruments
Structure of the class (unless you attach your lesson plan below):
Lesson Plan attached
What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.)
Internet resources, laptop, TV set
What worked well in this class? What did not work?
Everything worked wonderful, students loved the lesson!
How could this class be improved/ modified?
With my class long open discussion of their musical preferences worked well. Probably for some groups of silent students it’s better to make more task-based activities.
Please attach your lesson plan and handouts for this class below – if you used any.
Language and Section: Russian – PO Russ 13.1
Date: 15.11.2011
Class theme/topics discussed: Books and Storytelling
Goal of the class: developing speaking skills; learning vocabulary for discussing and describing books and literature; learning other registers of the language
Structure of the class (unless you attach your lesson plan below):
regist Plan attached.
What technology, media or props did you use? (satellite tv, internet resources, playmobiles, etc.)
None
What worked well in this class? What did not work?
Everything worked wonderful; students talked a lot and exchanged their opinions.
How could this class be improved/ modified?
The Bible is a sensible topic to discuss; when I was carrying out this lesson, I was pretty sure none of my students were very religious. Still to be on the safe side, I asked them first. If there are some fundamental Christians, it’s better to choose another book (see ideas in the lesson plan).
Please attach your lesson plan and handouts for this class below – if you used any.
Class theme/topics discussed:
Soviet propaganda posters: visiting Special Collections at Honold Mudd library.
How did you pick this theme or topic?
As an introduction to the work we could do for the Honnold Mudd library.
How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
General discussion.
How did students react?
They enjoyed the class.
Did they engage with each other and you?
Yes.
What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts.
Please attach a copy.
Lesson 16_Oct 26_Эстетика и функции советских плакатов
Would you recommend this activity for a future class? Why or why not?
Yes, I would.
Advanced Conversation
Lesson 16
October 26, 2010
1. News of the day.
2. Visit to the Special Collections to see Soviet posters from late 1970s. On the way to the library – brief intro to this genre of visual art, functions, major artists, etc.
3. Discussion: functions of soviet posters. Ways to classify.
4. Reading (see attached file)
Class theme/topics discussed:
Project movie shooting I
How did you pick this theme or topic?
Students learned movie related vocabulary and then they need to make their own movie trailer.
How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
General discussion, group work
How did students react?
They are very excited to shoot their own movie!
Yes.
What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Flip camera, make up.
Please attach a copy.
Would you recommend this activity for a future class?
Yes.
Though it’s a lot of work, it is a pretty good opportunity for students to learn, to review and to create.
Zomibe Movie
(Narrative in Chinese with English subtitles):
This winter…the best movie in your life…Zombie Movie
Scene01:
A movie of a party
Scene02
A movie of Action: run from party and zombie chasing
(Shooting plus: +Speak in Chinese!)
Scene03:
A movie of love
Scene04:
A movie of choice
Scene05:
A movie of languages (thriller & Speak in Chinese!)
Scene06:
A movie of strategies
Scene07:
A movie of horror
(Narrative in Chinese with English subtitles):
This winter…the best movie in your life…Zombie Movie
Conversation Class
Lesson Plan
Section: ADVANCED SPANISH, SPAN013
Date: 09/28/2010
Class theme/topics discussed:
Poetry
How did you pick this theme or topic?
We are going to have poetry during the special dinner, so they can work on it.
How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
First we started with an exercise to put verbs in the subjunctive form (it was a poem) and then we read poetry.
I split them in groups and each group had to discuss what their poem was about. Then I put 1 menber of each group together and have them explaining to the other what their poem was about. Finally we read them out loud trying to pronounce it perfectly.
How did students react?
Some loved it, others not so much… but in general they liked it.
Did they engage with each other and you?
Yes, they engaged pretty well.
What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Poems.
Please attach a copy.
–
Would you recommend this activity for a future class?
Yes. It’s nice to challenge them every now and then.
Why or why not?
They like poetry (not all of them) and it’s something different.
絵描き歌
Calligraphy
How did you pick this theme or topic?
In 絵描き歌 , there are many vocabs and phrase. I sang 絵描き歌 for students. And they have to listen and need to understand what I said. We made sure the phrase, we drew the picture together.
In Calligraphy part, I explained what 永字八法was, how to use the brushes, and how to use papers. 永字八法 is the 8 elements for practicing and writing Calligraphy at the beginning.
How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
How did students react?
They enjoyed doing Calligraphy and 絵描き歌. They were surprised when the picture was completed at the end.
Did they engage with each other and you?
Yes, they did!
What materials or media did you use? (articles, satellite tv, digital projector, etc.)
『絵描き歌』http://www.geocities.jp/ekakisong/
『永字八法』 http://ja.wikipedia.org/wiki/%E6%B0%B8%E5%AD%97%E5%85%AB%E6%B3%95
Would you recommend this activity for a future class?
YES!
Why or why not?
Intermediate Students suggested me to have Calligraphy at the lesson. I just decided to do same thing as Intermediate class for today. Advanced students also seemed to have fun doing Calligraphy☺ I was glad that they loved it.
Project – fairy tales
How did you pick this theme or topic?
I wanted them to know more about the vocabulary related to fairy tales so that they could understand Cendrillon more easily.
How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)
Handouts
Discussion
How did students react?
They reacted well and had a lot to remember because they didn’t know any vocabulary.
Did they engage with each other and you?
Yes
What materials or media did you use? (articles, satellite tv, digital projector, etc.)
White board
Sheets of paper
Please attach a copy.
Here is the plan I had with me
Would you recommend this activity for a future class?
Yes but maybe use it in a different way since this was designed for the project.
Intermediate 3/23
1. Fairy Tales
→ they have to guess from what fairy tale the sentences comes from
• La fillette a bu la potion et est devenu très petite.
• La jeune fille s’est piqué le doigt et s’est endormie pour toujours.
• La jeune fille est tombée amoureuse de la Bete et a brisé le sortilège.
→ they have to create 3 sentences thanks to the vocabulary sheet and make us guess from what fairy tale it comes from
2. Fables de la Fontaine
→ they have to read the fables aloud
→ they say what they understand
→ we see together the words they don’t understand
→ then we read the English version
→ we discuss the meaning
Class theme/topics discussed:
Ordinal numbers.
Describing Russian paintings.
How did you pick this theme or topic? n/a
How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Handouts, general discussion, illustrations/powerpoint presentation.
How did students react?
The student enjoyed the class.
Did they engage with each other and you?
Yes.
What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts, printed illustrations (powerpoint may be used as well)
Please attach a copy. Handout from : Начало, book 2, p. 231, ex. 4;
For illustrations see file Lesson 12_Feb 25_Paintings.
Would you recommend this activity for a future class?
Yes.
Why or why not?
Students can learn smth about Russian art and historic individuals.
Intermediate Russian
Lesson 12
February 25, 2010
1. News: 5 min.
2. Revision of ordinal numbers (on the whiteboard – 5 min.)
Exercise on ordinal numbers – handout from «Голоса» – 10 min.
3. Discussion: Look at the portraits and say as much as you can about the women in them.
Class theme/topics discussed:
Chinese Calligraphy for new year
How did you pick this theme or topic?
Write 春联 is an important activity. It is also a good way to discuss the meaning of them and write 春联 by themselves.
How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Group work, calligraphy writing
How did students react?
They love writing calligraphy and get excited to discuss how to write 春联
Did they engage with each other and you?
Yes.
What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Satellite tv
Please attach a copy.
Would you recommend this activity for a future class?
Yes.
Why or why not?
It is a good topic and also a great activity for students to learn Chinese cultures.
Class theme/topics discussed:
Chinese modern art2: Oba-Mao?
Minjun Yue’s art: What’s behind the smiling face?
How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Handouts, pair work, group work, general discussion
Why did you choose this topic?
Obama is a hot topic in China and recently a shop selling Oba-Mao T-shirt is shut down. Minjun Yue is a recently turn-to-be famous artist in China who is famous for his smiling symbolic face in his works. What’s behind the smile? Is it from heart? What does it reflect to? It’s a good topic including politics, arts and freedom.
How did students react?
They like the idea very much!
Did they engage with each other and you?
Yes. They engaged with each other and me pretty well and asked me questions.
What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Satellite, laptop
Please attach a copy.
http://worldblog.msnbc.msn.com/archive/2009/11/13/2127121.aspx
http://eltonzeng.blog.hexun.com/37768440_d.html
http://yueminjun.artron.net/main.php
Would you recommend this activity for a future class?
Yes
Why or why not?
Students like debate and making their menu. It is a good way to provoke conversation.