Separation by Edvard Munch

 

https://artsandculture.google.com/asset/separation/-AFoDHxU1msdjw

Shared by Mª José Cirilo :

I find this painting very useful with my diversification and PMAR students because they don´t need to have very complicated vocabulary.

The simplicity of the language is not a problem, it is a strong weapon for weak students. Students love coming up with stories

The work of Art I've chosen is "Separation", by Edvard Munch.

First they think about the characters in their story:

-who are they,

-where are they right now,

-what are they doíng, 

-what season of the year is it, ...

They also have to choose among these questions to start telling their story:

-Who was involved?

-What happened?

-When did it happen?

-Where did it happen?

-Why did it happen?

-How did it happen?

The variety of students help to have lots of great stories.

As a second part they talk about their interpretations. We also work on some information about the artist and their paintings.

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

At the Restaurant

 

                               https://www.wikiart.org/es/edward-hopper/tables-for-ladies-1930

AT THE RESTAURANT

Shared by Milagros Andrés:

STEP 1: A TITLE FOR THIS PAINTING

First of all students will watch the painting for a few minutes and in groups they will have to think of a title for the painting. After that, we will check which group was closer to the real title of the painting.

STEP 2: PAINTING DESCRIPTION

We will focus on the description of this painting by Edward Hopper.

1. First, students will work on VOCABULARY related to the painting: vocabulary and expressions related to this communicational situation (the menu, the bill..), items of furniture in a restaurant, feelings....

3.Another point to work on will be Prepositions of place.

4. Present continuous will be the key verbal tense in order to describe the painting.

5.Finally, students will describe the painting.

STEP 3: CLASS DISCUSSION

-"Do you like the painting? Why?

-What was the artist trying to express?"

STEP 4: POWER POINT PRESENTATION. (GROUP WORK)

Students will choose a painting in order to describe it and they will also find out some relevant information about the artist.

STEP 4: OUR EXHIBITION

We will exhibit all the paintings selected by each group on our class walls.

Colour

 

Mª Jesús Martín has shared a unit about Colour for 3rd year ESO:

Click here to access.

Talking about the weather with the Wanderer above the Mist

 

https://en.wikipedia.org/wiki/File:Caspar_David_Friedrich_-_Wanderer_above_the_sea_of_fog.jpg

Shared by Mª Isabel  Hernández:

I have chosen the work of art by the German romantic artist Caspar David Friedrich Wanderer above the Mist

This lesson is designed for a mixed ability class of 3º ESO.


WARM UP: Description of the picture;

What can you see?

What is the man doing?

What is the man wearing ?

What´s the weather like?



FIRST ACTIVITY: Revision of the weather vocabulary.

Brainstorming vocabulary :

RAIN: drizzle , showers , rain, downpour, flood

COLD: hail, sleet , snow, snowflake, blizzard

TEMPERATURE: hot, cold, warm, boiling hot, freezing cold

CLOUDS: cloudy, foggy, overcast, clear

WIND: windy, breeze, hurricane, etc



2. SECOND ACTIVITY:

2.1 Match the idioms related to the weather to their definitions:

On cloud nine --> Very happy

Every cloud has a silver linning --> There is always a positive side on everything

A storm in a teacup--> Unnecessary worry about an unimportant matter

Take a raincheck --> Decline an invitation but maybe accept it later

Be snowed under --> Be very busy with work

Be / Feel under the weather --> Be / Feel upset or ill

Come rain or shine --> No matter what

Weather the storm --> Get through a difficult situation

Raining cats and dogs --> Rain very hard

2.2 Choose an idiom and write an example

Example: - Are you sure you will come?

- Sure , I´ll be there come rain or shine

3.HOMEWORK

SPEAKING: Search the weather forecast of a city in the world and be prepared to present the weather forecast to your class.

FaceApp for speaking about feelings

 

Shared by Mª Nievez Sáenz:

This is an activity to be done as a whole class and then in pairs to encourage collaborative work.

It is thought for two periods of class or a maximum of three.

Students are going to revise the adjectives to express feelings, the modal verbs for deduction, the Present Perfect, and are going to be involved in speaking, listening, reading and writing. We will practise asking and answering questions, too.

The set of pairs of pictures in the link will be projected:

https://www.boredpanda.com/famous-paintings-portraits-faceapp/?utm_source=google&utm_medium=organic&utm_campaign=organic

We will ask them as a class to describe the pictures in general, paying attention to the clothes, and how we dress differently nowadays.

They will hopefully come up with different adjectives to express feelings (for example, Queen Elizabeth is worried and then happy, Napoleon is proud, and then, satisfied,etc.).

We will ask them if they like the pictures and which one they like the most.

Later, in pairs, they wil discuss what they think might have happened to the people portrayed so as to change their mood (Napoleon might have won a battle, for example or the photographer might have told Henry to say "whisky", etc.)

Next, in pairs, they will interview one of the characters in order to guess why they were feeling one way and then another way later. (for example, asking the man in the Gothic pair: "had your wife told you a joke?"). This interview, they will read to the class later.

As a follow up, they will have to bring to class, this time individually, two pictures either of themselves, or paintings of their choice, and show them to the class, telling them how they or the person in the painting-photograph felt first and later, and what might have happened to them.

To finish with, if they wanted, one day they could come to class dressing as one of the characters. And then play charade.

The Dessert:Harmony in Red, by Henri Matisse

 

https://www.henrimatisse.org/the-dessert-harmony-in-red.jsp

Shared by Yolanda Arribas:

The Dessert:Harmony in Red, by Henri Matisse(1908)

To explain the colours and their possible combinations and mixtures we can start by remembering all the colours, and then:

1. We can start making a colour wheel where we can reflect different colours visually and observe the interrelation among them. It is divided into three groups of colours: primary, secondary and tertiary.

2. Later we can explain the colour palettes like are sets of colours with similar characteristics. 

For example: cold and warm palette.

-Blues, purples and greens form the cool palette. Cool colours are soft, calm and serene.

-Tones such as red, orange and yellow form the warm palette. Warm colours are stimulating, dynamic and aggressive.

3. Finally we can talk about creating colour mixtures like the harmony colour and colour contrast.
A harmony is a combination of colours that produces attractive and balanced colour effects.

For example the work: The Dessert: Harmony in Red by Henri Matisse.
Contrast is produced when the colours in a composition do not have anything in common with each other or any similarity. Contrast between cool and warm colours.

For example the work: Pigs, by Franz Marc.

https://www.wikiart.org/en/franz-marc/pigs

The Lovers , by René Magritte

https://www.moma.org/learn/moma_learning/rene-magritte-the-lovers-le-perreux-sur-marne-1928/

Shared by Mª Teresa Serranos

The activity for the classroom is based on the painting:                          "The Lovers", by René Magritte

A. Aims:

Create a learning environment
Create a context for communication
Foster creativity and critical thinking
Use grammar structures in context: among others:
- Modal verbs
- Questions

B. Methodology: VTS Visual Thinking Strategies approach

Meaning in imagery.
Fostering thinking and communication skills
Listening and expressing oneself

C. Questions:

- What is going on in this painting?
- What do you see that makes you say that?
- What else can you find?
- Who might they be?
- …

D. The students write the questions for a hypothetical Interview to the painter about this painting.