The House by The Railroad, by Edward Hopper

 

https://www.moma.org/collection/works/78330

"The House by The Railroad," by Edward Hopper (1925)

Shared by Mª Concepción Delgado:

The activity is intended for students of 1st and 3rd ESO in the subject of Arts and Crafts. 

The sequenced image will be worked on from this written story. 

The use of English will focus on the study of adjectives to describe people and places, as well as the descriptive narrative in creating a short story.

The work on which this activity is based is Edward Hopper's "The House by The Railroad".

After a brief introduction to the painter and his work, the activity on the painting will have two parts.

- The first will be a written text, where students will answer a series of questions about what the work suggests:

o What sensations it produces (using different adjectives).

o Who can live in it, describing the type of people.

o Why they think it's by the railroad tracks.

o Where the train tracks communicate with.

With these ideas they will elaborate a story or short story about the house and its inhabitants.

https://scalar.usc.edu/works/literalia/13-rue-del-percebe

- The second part of the activity will be the elaboration of a comic page using the structure of the house and taking as an inspiration model the comic series "13 Rue del Percebe", by the Spanish cartoonist Francisco Ibáñez. They will draw the silhouette of Hopper's open house, visualizing the different floors and rooms, where they will integrate the imagined characters and their dialogues in English.

To conclude the activity, a video will be shown showing the house of Alfred Hitchcock's film "Psycho", inspired by this painting by Edward Hopper.

https://imgur.com/gallery/lRjmSRd/comment/614107048

Argenteuil by Édouard Manet and Self Portrait with Loose Hair by Frida Kahlo

 

  

        http://www.edouard-manet.net/argenteuil/

https://www.fridakahlo.org/self-portrait-with-loose-hair.jsp

Shared by Luis Barbero:

1. Look at two different pictures - Argenteuil by Édouard Manet and Self Portrait with Loose Hair by Frida Kahlo - and describe the physical features of the people depicted in them. 

Try to give as many details as you can using physical appearance adjectives and expressions. 

Then, try to describe their personality by expressing your feelings when looking at them. 

Use Present Continuous. Speculate about the situation: 

what are they doing? 

What is happening there? 

What clothes are they wearing? 

Use adjectives. Do they look happy, sad, angry, bored, tired…?

How does the photo make you feel? According to you, what causes those feelings? 

Say in your own words which of the two pictures is your favourite and why.

The bedroom by Vincent Van Gogh

 

                                    https://es.wikipedia.org/wiki/Archivo:VanGogh_Room.jpg

Running picture dictation: The bedroom by Vincent Van Gogh

Shared by Ruth Sánchez:

Skills: Reading/speaking/writing/listening

Time: 10-20 minutes (depending on running space)

Level: 1 ESO

Logistics: Pairs

Materials: Printed images for each pair, blu-tack, white paper and colour pencils.

A Running dictation requires a bit of prep before students arrive. Ideally, you will have two areas: one for the sentences to be posted, and another for the “secretaries” to sit and draw. Runners can only describe their pictures, they cannot write for the secretary.

You need to emphasize to the runners that they can only whisper to their partners and not speak in a normal voice. If you let students speak in their normal voices, they will start shouting from across the room. I have a one-strike policy—any voice above a whisper and the game is over for that team. (Covid19 variation: Use the playground or gym if available so as to allow enough space to separate teams so they can raise their voices a little now that they're wearing a face mask)

Students should be divided into two main groups: runners/dictators and secretaries. The runners will find the images, and will memorize as much as they can.

Then, they will run back to their secretary and dictate what they remember. They will repeat running and dictating until they have correctly described the entire image. In case they forget their image while still running, they are allowed to run back to read them again. The first team to finish should raise their hands to indicate the teacher they're done and the other teams should continue until they finish. Then they should raise their hands too. The activity is over when all the students have finished dictating and drawing their pictures.

Then, they have to check with the teacher to make sure it’s correct. (I usually have a prize for the first, second and third teams in this dictation exercise.)

A Renaissance Dating Agency

 

                                                                    https://www.pinterest.es/kalliopemuse963/italian-renaissance-male-portraits/

https://www.pinterest.es/pin/491455378057956414/?d=t&mt=login

Shared by Mª Ángeles Rebollar:

This is a reading and free oral production activity based on more than only one work of art. Actually based on different Renaissance women and men portraits :

I divide the class in two groups (A and B). I give two photocopies (women A and men A) to each pupil in group A, containing a series of portraits, one of men and the other of women, of Renaissance paintings. Two photocopies (women B and men B) will be given to the other half, containing other portraits.

In each photocopy there are three columns: the first containing images, the second a description from an art book, and the third the title of the painting and the name and surname of the author. The first and third columns are in order, the second is not.

In the first activity(Reading) the student must match the image to the text. Then they can check with a companion having the same photocopies.

Once matched the text and the image, they have to act like in a “dating agency” creating the clients profile cards, making up the information related to age, profession, hobbies and ideal partner. Then I will ask a student A and a student B to try to form couples according to the information offered in their cards speaking about the men and women in their portraits.

Interior of the Pantheon in Rome” by Giovanni Paolo

 

https://artsandculture.google.com/asset/interior-of-the-pantheon-rome/1AHJFNF8OkfG9Q

MAN-MADE STRUCTURES AND STRUCTURAL ELEMENTS

Shared by Mª del Mar Mañanes:

The work of art “Interior of the Pantheon in Rome” by Giovanni Paolo Panini will be used to introduce the topic of structures types and structural elements in technology. 

We will focus also our work in the uses of the different tenses – past present and future – to explain how buildings were made in the past, how they are made nowadays and how students think they will be made in the future.

Warming (activity 0):

Students will start by answering the following questions about the work of art chosen:

- What kind of structure can you see in the picture? 

  A vaulted structure

- What different elements can you see on the picture? Try to locate them in it.

Arches, vaults, columns, dome,…

- Why do you think they used these structures?

The Romans used round arches to build bridges and aqueducts and they used barrel vaults and domes to cover basilicas and pantheons. With arches and vaults, builders could cover larger spaces and have bigger gaps in the structures. Vaulted structures are formed by arches and vaults using stones that are cut in such a way that the only stress they support is compression – no problem for hard stone.

Activity 1:

Students will be divided into eight groups and each group will study a different type of structure:

1. Solid and lintel

2. Vaulted structures

3. Triangular structures

4. Suspended structures

5. Reinforced concrete structures

6. Laminated structures

7. Pneumatic structures

8. Spatial and geodesic structures

They have to look for a picture of a building which is an example of this type of structure, and they have to find out, among the vocabulary learned in the unit, the structural elements used in each type of structure (column, arch, vault, beam, buttress, foundation, cable, suspender…). They have to upload the results of their researches in the class blog.

They will ask and answer the following question in pairs:

- What type of structures were used in the past? 

- How do you think structures were built in the past (Egypt pyramids or roman temples for example)?

- What type of structures are used nowadays? How do you think we built structures now? Does technology help?

- What type of structures do you think will be used in the future? 

- How do you think they will be built then? 

- Will technology be important in the future constructions?

Painting like Van Gogh

 

https://www.vangoghmuseum.nl/en/collection/s0030V1962

PAINTING LIKE VAN GOGH

Shared by Cristina Conde:

ACTIVITY 1
First of all, the student has to find out information about Vincent´s life as a homework.
For that the teacher suggest exploring Van Gogh Museum web:
https://www.vangoghmuseum.nl/en/art-and-stories/vincents-life-1853-1890

Students could research these kind of information in order to practice questions words:

• Where and when was he born?
• Where did he study?
• What was his first job?
• Why was his brother Theo so important for Van Gogh?

In class, students organice a contest using information found. Each student will ask a question to another one.

ACTIVITY 2
Each student will choose a landscape painting.This is an example

The Harvest

Vincent van Gogh (1853 - 1890), Arles, June 1888
oil on canvas, 73.4 cm x 91.8 cm
Credits (obliged to state): Van Gogh Museum, Amsterdam (Vincent van Gogh Foundation)

In pairs, student A shows his painting and asks questions to student B:

Can you describe what happen in this scene?
What can you see in the picture? Identify 3 different elements.
What can you see in the background of the image?
According to the image, could you figure out what season is represented? Why?
What colours are more important in this painting?
Describe this Van Gogh painting using a sequence of adjetives (opsishacooorma).
Can you see a tree/ a car/ a building/ cloudy sky/ a church…? Yes, I can/ No, I can´t

Bedroom in Arles by Vicent Van Gogh

 

https://www.vangoghmuseum.nl/en/collection/s0047V1962

Shared by Lara Carmen de la Red:

After talking about the vocabulary related to household items, colors, preposition of place and the grammatical structure There is/There are, the teacher will project the picture "Bedroom in Arles" by Vicent Van Gogh. Many activities to practice the above mentioned concepts related to the English language could be done.

1. The teacher will ask any student questions such as "Where is the bed?", and the student's answer should be "There is a bed next to a chair, or there is a bed between a chair and the wall". That way students will not only practice the vocabulary we can find in a bedroom but also how to use prepositions of place.

2. Another activity would be making a brainstorming of vocabulary, colors and prepositions of place on the board. Then working in pairs (if the situation makes it possible) students will have to write a short essay about the bedroom, a writing task using all the ideas written on the board, making correct and complete grammar structures.

3. Making comparisons would be another activity. Students can practice affirmative and negative structures orally, any student can for instance says:

"In Van Gogh's bedroom there are four pictures on the wall, BUT; WHEREAS; WHILE in my bedroom there isn't any pictures, there are some poster on the wall".

4. The next activity (interdisciplinary activity) could be done in collaboration with the department of Visual Arts; Students will be asked to make a collage of Van Gogh's bedroom, cutting and pasting pieces of papers of different sizes and colors they can find in magazines. Then, students' works of art will be placed at the high school's corridors.

Web quest and dramatization

 

 https://es.wahooart.com/Art.nsf/O/8BWSF3/$File/Joaquin-Sorolla-Y-Bastida-Guitar-players-Valencia.JPG

Shared by Rodolfo Martín:

1. Web quest: each student is given a different web quest about a famous painting for which they have to fill in a chart with the following information:

1. Name of picture.

2. Author’s name.

3. Time period to which the author and the painting belong to.

4. Description of the painting:
    1. Style.
    2. What we can see in the picture.
    3. Who the people in the painting are.
    4. What other relevant information can enhance the viewer’s experience when watching the painting (period within the author’s personal career; symbolism; particular meaningful details).

2. Vocabulary revision:

    1. Prepositions of place.
    2. Parts of the body.
    3. Verbs related to body-positions of people.

3. Grammar points:

    1. Orders.
    2. The present continuous.

4. Students are given a printout of the picture for which they have searched the web.
5. The paintings must include several people.

6. In class, students take turns to ‘direct a dramatization of their painting’: they have to give orders to as many students in their class as characters there are in their picture to represent the scene depicted in their painting.

7. Once the ‘director’ has achieved the desired positioning of the students to match those in the painting, the painting is shown on the digital board or by the projector to compare the final result.

8. Finally, the ‘director’ explains the basic information that he found on the internet about his picture (basically, the information in the chart about the painting).

9. Goals:

1. Integrate art in the learning of a foreign language.
2. Integrate the use of the library in the dynamics of the learning process: the search for information can be done in the computers in the library or, if the library has got a good supply of batches, it can be done through them. The dramatization and final explanations would also be done in the library of the school.
3. Contribute to the acquisition of the students’ autonomy.
4. Contribute to the acquisition of good practice on the internet.
5. Increase oral competence of students:
    1. Use basic vocabulary: parts of the body; movement verbs; prepositions.
    2. Learn new vocabulary about art.
    3. Give orders.
    4. Describe paintings.
    5. Talk about a picture, the author and the time.

10. Pictures:

1. Las Meninas (Velázquez). The Ladies-in-waiting.
1. The Picture: https://www.museodelprado.es/en/the-collection/art-work/las-meninas/9fdc7800-9ade-48b0-ab8b-edee94ea877f
2. Information about the picture: https://mymodernmet.com/diego-velazquez-las-meninas/
3. Biography: https://www.britannica.com/biography/Diego-Velazquez
2. La fragua de Vulcano (Velázquez). Vulcan’s Forge.
1. The Picture: https://www.museodelprado.es/en/the-collection/art-work/vulcans-forge/84a0240d-b41a-404d-8433-6e4e2efd21ab
2. Biography: https://www.britannica.com/biography/Diego-Velazquez
3. Las hilanderas (Velázquez). The Spinners, or The Fable of Arachne.
1. The Picture: https://www.museodelprado.es/en/the-collection/art-work/the-spinners-or-the-fable-of-arachne/3d8e510d-2acf-4efb-af0c-8ffd665acd8d
2. Biography: https://www.britannica.com/biography/Diego-Velazquez
4. Las lanzas, o La rendición de Breda (Velázquez). The Spears, or The Surrender of Breda.
1. The Picture: https://www.museodelprado.es/en/the-collection/art-work/the-surrender-of-breda/0cc7577a-51d9-44fd-b4d5-4dba8d9cb13a
2. Biography: https://www.britannica.com/biography/Diego-Velazquez
5. La gallina ciega (Goya). Blind Man’s Buff.
1. The Picture: https://www.museodelprado.es/en/the-collection/art-work/blind-mans-buff/a490da25-de17-4936-8f29-3cb418ae6e0b
2. Biography: https://www.britannica.com/biography/Francisco-Goya
6. Los fusilamientos del 3 de mayo (Goya). The 3rd of May 1808 in Madrid, or The Executions.
1. The Picture: https://www.museodelprado.es/en/the-collection/art-work/the-3rd-of-may-1808-in-madrid-or-the-executions/5e177409-2993-4240-97fb-847a02c6496c
2. Biography: https://www.britannica.com/biography/Francisco-Goya
7. La merienda (Goya). The Picnic.
1. The Picture: https://www.museodelprado.es/en/the-collection/art-work/the-picnic/30db583f-c3be-48f6-8a62-185fca3ca43b
2. Biography: https://www.britannica.com/biography/Francisco-Goya
8. Baile a orillas del Manzanares (Goya). Dance on the Banks of The Manzanares.
1. The Picture: https://www.museodelprado.es/en/the-collection/art-work/dance-on-the-banks-of-the-manzanares/9a7fd0ca-37d4-40d5-8b1c-8d86394dd729
2. Biography: https://www.britannica.com/biography/Francisco-Goya
9. Bathers (Picasso).
1. The Picture: https://www.pablo-ruiz-picasso.net/images/works/106.jpg
2. Basic information about the picture: work-106.php
3. Biography, style, works: Pablo-Picasso
10. Orange seller (Joaquín Sorolla).
1. The Picture: Joaquin-Sorolla-Y-Bastida-Orange-seller.JPG
2. Basic information about the picture: orange-seller-1891
3. Biography, style, works: https://www.britannica.com/biography/Joaquin-Sorolla
11. Guitar players (Joaquín Sorolla).
1. The Picture: https://es.wahooart.com/Art.nsf/O/8BWSF3/$File/Joaquin-Sorolla-Y-Bastida-Guitar-players-Valencia.JPG
2. Basic information about the picture: guitplayers-valencia-1889
3. Biography, style, works: https://www.britannica.com/biography/Joaquin-Sorolla
12. Valencia scene (Joaquín Sorolla).
1. The picture: https://arthive.net/res/media/img/oy800/work/434/165056@2x.jpg
2. Information about the picture: http://valenciacanta.blogspot.com/2011/10/joaquin-sorolla-escena-valenciana-1893.html
3. Biography, style, works: https://www.britannica.com/biography/Joaquin-Sorolla