BY: AMY E. LINGENFELTER SENIOR ENGLISH LANGUAGE FELLOW 2013-15

Every Picture Tells a Thousand Words: Teaching

Language and Culture through the Visual Arts BY: A M Y E . L I N G E N F E LT E R

S E N I O R E N G L I S H L A N G UA G E F E L LO W

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Do You Agree or Disagree?Discuss in pairs the following statements:1. I have used the visual arts (drawing, painting,

photography, sculpture, etc.) in my English classes before.

2. Having skills in the arts is not important in today’s society.

3. It is the teacher’s job to make learning fun.4. Visual arts are fun for most children.5. Every student learns in a different way6. Students need to learn the same concept in

different ways in order to retain information7. Visual arts only works with young children

(4-10 years old)8. Culture is best expressed through the arts

Quotes about the Arts:• “All religions, arts, and sciences are

branches of the same tree” – Albert Einstein• “A great teacher is a great artist and

teaching is the greatest of the arts since the medium is the human mind and spirit rather than the brush.” – John Steinbeck

• “Whoever neglects the arts after childhood has lost the past and is dead to the future” – Sophocles

• “Art is not the imitation of life, it’s the manifestation and advancement of the human soul.” – Me

Training Objectives:

• Teachers (you!) will explore the benefits and the strategies to teach language and culture through visual arts activities and/or pre-existing works with an emphasis on communicative language teaching.

• Teachers (you!) will learn how to apply these strategies and ideas to your own language classroom to:• Make English more fun and engaging• Maximize and encourage communication• Learn about English-speaking cultures!

• Art and creativity are keys to cognitive growth and retention of information: • Art and creativity stimulates multiple

parts of the brain, which leads to higher levels of retention

• The key to learning and retaining information is making associations. Art helps students make them!

• Art “kisses the brain!”

Benefits of Using Visual Arts to Teach a Second Language:

Research about the brain suggests:• By instructing through multiple learning

pathways, more “dendritic pathways of access” will be created. This can be achieved by absorbing formation through the 5 several senses (sight, sound, smell, touch, and taste) or by creating cross-curricular connections.

• The more of these stimuli that are activated, the more impact the data has on the brain.


• When more regions of the brain store data about a subject, there is more interconnection and cross-referencing of data from multiple storage areas in response to a single cue, meaning one has learned rather than memorized.”

– Wolfe, P. (2001).


• It naturally and automatically incorporates multiple intelligences (Gardner, 1983)


• It naturally and automatically incorporates multiple learning styles


• It makes learning English fun!• It imitates, improves on, and makes

more fun students’ real lives• It allows for creative and individual

expression• It incorporates and accompanies all

aspects of language and can be used to teach almost language point

• It activates the spiritual, “unseen” side of students


Students have the opportunity to…• Express themselves• Explore language and communicate

freely• Explore feelings and find out about

themselves and others• Develop cooperation, care, consideration

and control• Develop language skills (listening

reading, writing and speaking)• Explore a fantasy word of their own

creation


Using Visual Arts to Teach English:

“Every picture tells a thousand words”







Best Practices for Visual Arts:

• Any work of art created or displayed in a language class should be used to practice, express, explain a language point:• Students create and explain their own art.• Teacher brings artistic images to the

classroom for discussion. • Students analyze others’ works of art that

are related to the topic of study in English and use an English language point to explain it.

• Any medium works: murals, oil/acrylic paint, watercolors, pottery, drawings/ sketches, photography!

Best Practices for Visual Arts:• Images contextualize and illustrate English

concept that is being taught and expressed• Summative presentation activity/art show

finale is key! Students mount and present their work to others (presentation in English about their art using learned language points)

Best Practices for Visual Arts:Discuss in pairs:• Name at least 3 language points that could be

taught through students creating their own artwork

• Artwork can be used to teach a variety of grammar points and vocabulary, including but not limited to: • Colors, shapes, sizes• Locations• Prepositions of all kinds• Adjectives • Verbs (process, how to, commands,

present progressive, past perfect, etc.)• Vocabulary to name objects in artwork

or class themes• Grammar of all kinds (“there is/are”)


• Language mini-lessons prior to art activity work best

• Art activity can later be used as a vehicle to:• Understand the process of HOW to

complete the work• HOW to explain/describe their work

(content, story behind it, etc.)• HOW to communicate their process

with classmates or teachers


• Vocabulary: When you have students sketch something to illustrate what they’re learning, reading or writing, they make stronger associations and retain the information better!• For example, drawing an image that

reminds students of the word’s meaning• Students must create art using that

vocabularly and explain it in their presentation/show

• Images can be used to depict/represent and teach almost any vocabulary word!!!


Part/s of Speech Synonym Antonym

Definition/s: (Include part of speech and two complete definitions from the dictionary) 1)

2)

Use the word in 2 sentences:

1) 2)

Draw a Picture:

Word

Write the word seven times: 1) 2) 3) 4) 5) 6) 7)

• Themes of artwork can be based on students’ real lives and backgrounds

• Artwork can be used to tell the students’ life story or an aspect of their life in English and utilize narrative story-telling:• One artwork or a series of works can be

used to tell the story• Students can write a story/description

based on someone else’s work (what they think it means)

• Story can be oral, written, or both• Image can be accompanied by a written

explanation/description in English• The possibilities for topics are endless!


• Students can write and illustrate a fiction children’s book and read/demonstrate the story to the class or the community

• Use images/art in language games:• Picture description• Guessing games• Classroom competition: best “guess” or

story based on classmate’s artwork• Art Pictionary• “Draw a picture” game

• Class murals/art project based on previously read text or to illustrate their own individual story


• Use pop art or famous works from English-speaking cultures as cultural analysis

• Use art from different cultures to compare and contrast cultural charactersitics:• For example, busy American city life and

concept of “time” as something to not be wasted vs. Colombia leisure time as highly valued

• Students create art representing their own culture and compare it with art of other cultures (their “own version”).

Integrating Culture:

Pilot Class: Refugees in Buffalo, NY:

Pilot Class: Refugees in Buffalo, NY:Class Description: • Refugee adolescent and adult students will

simultaneously explore acrylic painting and learn English in a studio setting. Projects will be individualized, based on the goals and interests of the students, with a general common theme relating to their lives in their home countries and/or their current ones.

• Painting techniques will be taught using the classic Baroque style and their paintings should be based on a photograph or realistic image of their choosing. Simultaneously, instructors will use class time to teach English vocabulary words, grammar, conversation skills, and presentation skills. Emphasis will be on oral and listening skills although instructors should also present language in written form. At the end of the class, students will be asked to present their painting to the class and describe the colors, subjects, theme, setting/context, and story surrounding the painting.

Pilot Class: Refugees in Buffalo, NY:Specifics:• Class Size: Around 15 students. This size is

optimal for acquisition of both language and artistic skills and allows for more individualized instruction and opportunities to practice speaking English.

• Age Range: Adolescents or adults ages 14 and up. We are focusing on older children and adults for this class because elementary-age refugee children have more opportunities for language-learning and art enrichment in the Buffalo public schools they likely attend. Older children and adults also have greater difficulty acquiring the phonetics, pronunciation, and in many cases the vocabulary of a second language; therefore, an additional language learning opportunity would be beneficial.

Pilot Class: Refugees in Buffalo, NY:Specifics:• Class Schedule/Timing: Once a week for 3

hours per session for a total of 7 weeks. This will allow most students to have at least one finished product by the end of the session and to give a presentation describing their painting.

• The first 30 minutes of each class will include a mini-lesson of some aspect of the English language.

• The following 20-30 minutes will include a demonstration of a particular painting technique and/or art-related language instruction. The rest of the time will be devoted to painting and consultation, while the instructors continually advise students on an individual and as-needed basis.

• Location: Buffalo Arts Studio, TriMain building, Buffalo, NY.

Pilot Class: Refugees in Buffalo, NY:Specifics:• Art Background/Proficiency: No prior art

background or proficiency is required. Students may range from beginner to experienced, although there is a preference for students who have some experience with drawing and/or painting. Strong interest in painting is essential.

• English Language Proficiency: Many refugee adults arrive in Buffalo with very little English language ability. For the first 7-week session, we are proposing to recruit adults who are of beginning level with limited conversational ability. For the future, other levels may be incorporated. In addition to the language benefits, students will benefit from using art to express themselves in ways they are unable using English.

• Instructors: One NY-State certified ESL (English as a Second Language) instructor and one NY-State certified art instructor.

Pilot Class: Refugees in Buffalo, NY:Objectives:Students will be able to. . . • Paint an image of something important to

them from their home country, culture, religion, family, etc. OR their current one using acrylic on canvas and applying the classical Baroque technique. (It must be a subject that will lend itself to delivering a presentation with a culturally-based theme).

• Orally identify and/or define the following art-related content vocabulary: colors, tones, values, shapes, shadows, dark vs. light, blend, mix, soft edges, paint, paint brush, etc.

• Deliver a 5-10 minute presentation describing the colors, subjects, theme, setting/context, and story surrounding the painting to the class.

• Use descriptive adjectives (colors, physical attributes, personality characteristics, etc.) to describe their painting orally.

Pilot Class: Refugees in Buffalo, NY:Objectives:Students will be able to . . .• Use presentation skills and strategies to

deliver a clear and convincing explanation of their painting.

• Use grammar “there is/are” and “there was/were” to describe their painting orally.

• Use the present simple tense and present progressive verb tenses to describe what is happening in their painting orally.

• (If applicable): Use the past simple tense and past progressive verb tenses to describe the past context of their painting orally.

• Comprehend the main idea of their classmates’ presentations.

• Listen to an oral description of a painting in the room given by an instructor and identify the painting the instructor is referring to.

Pilot Class: Refugees in Buffalo, NY:Objectives:Students will be able to . . .• Use questioning techniques, as well as

vocabulary and grammar previously learned, to conduct an impromptu conversation with a partner about their partner’s painting. They must describe it using English they learned as well as the description their partner provided in his/her presentation. They must also ask their partner further questions about it. Their partner is expected to help clarify any inaccuracies in English.

Pilot Class: Refugees in Buffalo, NY:Assessment: • Informal Assessment (Speaking &

Listening/Conversation): Each class will involve informal assessment of both English and artistic skills provided by both instructors on an individual, one-to-one, as-needed basis. The class will also allow for informal conversation in English between students from a variety of language and cultural backgrounds. All informal assessments will be conducted in English.

Pilot Class: Refugees in Buffalo, NY:• Formal Assessment (Speaking): At the

conclusion of the 7-week session, each student will deliver a presentation of his/her painting that depicts something important from their home country, culture, religion, family, etc. OR their current one using language previously learned (see “Class Objectives” above for more details).

• Formal Assessment (Speaking and Listening): After listening to their classmates’ presentations of their paintings, each student will orally describe and/or ask questions about a randomly assigned partner’s painting using language previously learned and heard in the presentation. (This impromptu conversation is intended to evaluate students’ natural acquisition of the language as opposed to that which was planned or staged). The second listening assessment is the oral description of a painting in the group and identification of the painting the instructor is referring to.

Pilot Class: Refugees in Buffalo, NY:

Using Visual Arts to Teach English:Let’s explore the ways that a student could use the following works of art to learn and practice English!





Using Visual Arts to Teach Culture:Let’s explore the ways that a student could use the

following photos to learn English and other cultures!







Using Visual Arts to Teach Language and Culture:

Briefly brainstorm a lesson objective using art. Examples of Objectives:• Students will be able to (SWBAT)….• Use descriptive adjectives (colors, physical

attributes, personality characteristics, etc.) to describe their painting to the class orally.

• Use the present simple tense and present progressive verb tenses to write what is happening in their painting in a short paragraph.

• Listen to an oral description of a painting in the room given by an instructor and, based on what he/she hears, identify the painting the instructor is referring to .

• ANY QUESTIONS?

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