Art+Based+Activities

===Using visual materials in an ESL classroom can hold enormous power, as images immediately convey meaning and understanding to students that are still learning English. All four skills important in developing language, (reading, listening, speaking and writing) can be incorporated into these activities.===

__Objectives:__

 * ======Students will use visual references to write, and read a story.======
 * ======Students will use problem solving skills to weave unrelated images together through storytelling.======
 * ======Students have the opportunity to make personal connections with their writings.======
 * ======Students will peer-edit each others work.======

__Materials:__

 * ======Images that can be displayed, or national geographic images that can be handed out at random.======
 * ======Journals.======
 * ======Writing utensils.======
 * ======A sense of imagination.======

__Procedure:__

 * 1) ======Students will begin with several completely unrelated images.======
 * 2) ======They will begin to use the elements in the paintings or photographs to tell a story. If the students are at a high level and vocabulary is not much of an issue, they all can have images individually. If the students need more scaffolding, then it is wise to use the same images for the entire group so all of the initial vocabulary can be taught before the story writing.======
 * 3) ======Students write their stories individually, and work in pairs to edit one anothers work.======
 * 4) ======Once students are finished the editing phase, they can read their stories in small groups, or in front of the entire class.======

(Questions can be provided as prompts for the stories:)

 * ======Who are these people?======
 * ======How are they interconnected?======
 * ======Do they know each other or are they strangers?======
 * ======Where are they?======
 * ======What is happening?======

__Extension:__

 * ======Students could get in groups and act out a chosen story. Incorporating props, sound effects, narration can all be ways to further student learning and experience.======

__Objectives:__

 * ======Students will explore the meaning of idioms in natural, conversational English, as well as the meaning of the vocabulary in the idiom. ======
 * ======Students will associate vocabulary with images. ======
 * ======Students will display their work and explain the meaning of the sayings. ======

__Materials:__

 * ======Idioms organized by theme printed on pieces of paper, and a bowl or hat. ======
 * ======Computers, dictionaries, thesaurases ======
 * ======Paper ======
 * ======Magazines ======
 * ======Glue ======
 * ======Journal ======
 * ======Pens, pencils. ======

 Idioms can be arranged by theme, for example, the weather:

 * ======It’s raining cats and dogs. ======
 * ======The calm before the storm. ======
 * ======He’s got his head in the clouds. ======
 * ======Rain on your parade. ======

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 3. Using images found in old National Geographic or Science magazines, have students create a collage demonstrating the meaning of the idiom. If images cannot be found, students could draw the needed images. ======

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<span style="font-family: Tahoma,Geneva,sans-serif;"> <span style="font-family: Tahoma,Geneva,sans-serif;">4. Have students display the collages, and present the meaning of their idiom to the class. Have students display the collages, and present the meaning of their idiom to the class. ======

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 * ======Students will learn money terminology.======
 * Students will develop new vocabulary.
 * ======Students will formulate pros and cons for a debate in written form.======
 * ======Students will work in groups.======
 * ======Students will take turns orally presenting their points.======


 * ======Large paper to create a poster of their points.======
 * ======Markers, pens.======
 * ======An image of the painting.======
 * ======Dictionary, Thesaurus, computers for research.======
 * ======Journals.======

1. Teacher will introduce the image, and present the debate topic:

 * ======Pro- The Jackson Pollock painting No. 5 is worth 140 million dollars- explain.======
 * ======Con- This painting is not worth 140 million dollars- explain.======
 * ======(This topic is best for students speaking at a high proficiency, but another topic could be substituted for students at a lower level.)======


 * ======Students will create a storyboard to plan their video.======
 * ======Students will write scripts of stories from their childhood.======
 * ======Students will share their culture with their peers.======
 * ======Students will record the dialogue, therefore practicing their reading and speaking skills.======
 * ======Students will be internally motivated, as the project is personal in nature.======
 * ======Students will explore technologies, and learn new programs.======
 * ======Students will present their work to the class.======
 * ======Students will listen and watch the videos created by classmates.======


 * ======Old photographs demonstrating aspects of the story.======
 * ======Pen and paper.======
 * ======A still camera or a video camera.======
 * ======Computers.======
 * ======Movie making software, such as iMovie for Mac, and Windows Movie Maker for PC,======
 * ======A projector.======


 * 1) ======The teacher will present the assignment- to create a short video of a childhood memory, or of an aspect of their culture, lasting one to two minutes.======
 * 2) ======The students will draw a visual storyboard to plan the scenes in the video, and write the script of the story.======
 * 3) ======Students can create photo shoots to demonstrate an aspect of the story in either still or motion photography, as the video can be created with either photographs or film.======
 * 4) ======Students can work on computers to create their film. Music should be considered, and the student can record their own voice once the images are in place.======
 * 5) ======Students should publish their videos when finished so they can play them for the class.======
 * 6) ======Create a celebration environment- make some popcorn, invite family and friends, dim the lights, and have a Film Gala.======
 * 7) ======Once the videos have been viewed, the artist should answer to any questions, and host discussions centered around the story.======
 * 8) ======The students can reflect and write in their journals about the process.======

__Virtual Gallery Tour: Classroom Video-conference at the Smithsonian.__
Students in Oregon visit the museum via videoconference

http://americanart.si.edu/education/video/


 * ======Students will experience an environment that is not accessible to them.======
 * ======Students will listen to the presenter at the Smithsonian, and thus develop their listening/ comprehension skills.======
 * ======Students can ask questions, as well as answer a pre-determined set of questions developed by the teacher.======
 * ======Students will discuss their gallery tour, and present their opinions and findings.======


 * ======Computers======
 * ======The internet======
 * ======A projector======
 * ======Pen and paper======
 * ======Teacher made graphic organizer.======


 * 1) ======The teacher can request a virtual tour through the Smithsonian, and decide which collection to be viewed by the students, see http://americanart.si.edu/education/video/======
 * 2) ======Students will be given the graphic organizer, and review the questions. These prompts must be answered by engaging in the video-conference.======
 * 3) ======Possible questions include:======
 * ======What is an interesting fact you learned about the art work or the museum?======
 * ======What is one surprising fact you learned from the virtual tour?======
 * ======What was your favorite painting?======
 * ======What was your least favorite painting?======