My hastily done week 3 materials. This is less a fully developed lesson plan, than it is a structure for an activity that I have found very effective and engaging. Comments welcome, as always!
I really like this dictation activity lead by students speaking in English! Great Listening-Speaking activity that could also be combined with vocabulary /idiom lessons!
Very interesting worksheet and suggestions, thank you! I like the idea of dictation and drawing too! Maybe this can be done after having learned how to describe the picture in details ( in the foreground, in the background, on the right top corner....).
marianna casoria That is a topic that does come up, indeed. I've had some good discussions about 'growing up', which this picture is really good for (the discarded doll, the picture of Jane Seymour, etc.). Another interesting extension is comparing the differences between boys and girls at this (approximate) age. :)
Thanks so much for uploading and sharing your week 3 materials with us. You’ve chosen a beautiful painting. I wasn’t familiar with it so thanks a million for that. Thanks too for the background information, the set-by-step guide and the suggested sources for images – you are very generous and it is much appreciated. I think you could easily transform your step-by-step approach into a stand-alone, generic worksheet that could be used with lots of different paintings – more than one worksheet in fact. I love those kind of generic materials because they allow for personalisation and tap into learner preferences.
You’ve included examples of instructions. I like how you’ve graded them in terms of complexity for the task. In fact, I think you could make a really great infographic on this very subject – using ‘any’ painting and adding instructions around it in boxes, color coded for different levels. What do you think? (When you’ve got a few spare minutes of course). I think it would ake an excellent classroom resource for the teacher. They could put it on the wall and then have a regular painting activity ssession.
Well done Michael – I love all of your ideas and I’m sure other course participants will too.
Wonderful work, Michael! What age group do you use this with? I would love to do something like this with my adult students but I often find that they are unwilling to talk about emotions (business professionals) and really need to be prodded to think creatively. Your Step 4 question seems to help with that.
Ashley Dresser I've used this a lot with university students, but you can use the same steps (or variations) with younger or older. Perhaps, if you're working with business types, you can frame it as a marketing exercise — "How could you use this picture to sell product XX?", and get them to tap into what other people feel when they're considering visuals for their own products. :)
Really nice - love the idea of using visual materials to stimulate language, and even better, thinking - especially stage 4 which I think is really important. Do you provide 'answers' to students in terms of what an art historian might say (e.g. information about who the model actually is, what the artist has said he intended, or what critics think he intended, etc.)? I've found such information can be a good way to round off activities, or stimulate further discussion.
Very nice! Also a dictation is possible here... one sees the picture and desribes it to the others while they draw it...
ReplyDeleteRenata Todorovska I like the idea of a dictation.
ReplyDeleteMichael Free, I love your lesson. It's just so natural to have the students talk about the image.
ReplyDeleteI really like this dictation activity lead by students speaking in English! Great Listening-Speaking activity that could also be combined with vocabulary /idiom lessons!
ReplyDeleteVery interesting worksheet and suggestions, thank you! I like the idea of dictation and drawing too! Maybe this can be done after having learned how to describe the picture in details ( in the foreground, in the background, on the right top corner....).
ReplyDeleteVery engaging picture and activity! It could be a good input to reflect on self-esteem and self-confidence.
ReplyDeleteRenata Todorovska Dictation is also an option, absolutely! :)
ReplyDeleteMiss Alex Yes, we do go over terms like that (if need be). This type of language also helps if your students are taking the TOEIC speaking test.
ReplyDeletemarianna casoria That is a topic that does come up, indeed. I've had some good discussions about 'growing up', which this picture is really good for (the discarded doll, the picture of Jane Seymour, etc.). Another interesting extension is comparing the differences between boys and girls at this (approximate) age. :)
ReplyDeleteHi Michael,
ReplyDeleteThanks so much for uploading and sharing your week 3 materials with us. You’ve chosen a beautiful painting. I wasn’t familiar with it so thanks a million for that. Thanks too for the background information, the set-by-step guide and the suggested sources for images – you are very generous and it is much appreciated.
I think you could easily transform your step-by-step approach into a stand-alone, generic worksheet that could be used with lots of different paintings – more than one worksheet in fact. I love those kind of generic materials because they allow for personalisation and tap into learner preferences.
You’ve included examples of instructions. I like how you’ve graded them in terms of complexity for the task. In fact, I think you could make a really great infographic on this very subject – using ‘any’ painting and adding instructions around it in boxes, color coded for different levels. What do you think? (When you’ve got a few spare minutes of course). I think it would ake an excellent classroom resource for the teacher. They could put it on the wall and then have a regular painting activity ssession.
Well done Michael – I love all of your ideas and I’m sure other course participants will too.
Wonderful work, Michael! What age group do you use this with? I would love to do something like this with my adult students but I often find that they are unwilling to talk about emotions (business professionals) and really need to be prodded to think creatively. Your Step 4 question seems to help with that.
ReplyDeleteAshley Dresser I've used this a lot with university students, but you can use the same steps (or variations) with younger or older. Perhaps, if you're working with business types, you can frame it as a marketing exercise — "How could you use this picture to sell product XX?", and get them to tap into what other people feel when they're considering visuals for their own products. :)
ReplyDeleteReally nice - love the idea of using visual materials to stimulate language, and even better, thinking - especially stage 4 which I think is really important. Do you provide 'answers' to students in terms of what an art historian might say (e.g. information about who the model actually is, what the artist has said he intended, or what critics think he intended, etc.)? I've found such information can be a good way to round off activities, or stimulate further discussion.
ReplyDelete